Corpos dançantes na escola: juventudes compondo uma experiência de si

Abstract

This research was guided by the search for reflection on the expressiveness of dance in schools as a language of movement and body action that builds knowledge. The path of this construct, which had as research subjects the youths of high school of the Escola Estadual Liceu Professor Francisco Oscar Rodrigues, in the city of Maracanaú-CE. It occurred through a qualitative approach (Minayo, 2014), where action research (Thiollent, 2009) was used as methodology. The practice of dance in schools occurred through the offering of the elective curricular unit, considering the movements of transdisciplinarity (Nicolescu, 1999) between the curricular components of Physical Education and Art. To discuss the possibilities of interactions in this space of knowledge construction in dance, the contributions of Débora Barreto (2008), Carla Morandi (2006), Márcia Strazzacappa (2009) and Isabel Marques (2010) were sought. This study used as an investigative path the movement in dance improvisation as a proposal for creative, free, critical and transformative learning, where some proponents and thinkers of dance improvisation were designated, such as: Ana Carolina Mundim (2012, 2017); Verônica Pimenta (2021) and Steve Paxton, in addition to the contributions of Rudolf Laban. Under an analysis thought of the factualities of the lived stories linked to the praxis of dance in school, a sensitive listening was used based on the theoretical contributions of the conceptions on life stories according to Marie-Christine Josso (2007), Christine Delory-Momberger (2008), Conceição Passeggi (2011) and Sandra Maia-Vasconcelos (2022), considering <Experience of Self=, to unveil the voices of the dancing bodies, through oral reports recorded in conversation circles and individual narrative interviews. It was identified through these reports that improvisation in dance emerged as a place for reflection and expansion of sensibilities. Because, not only internally and externally, young people deal with constructs inscribed in their bodies, and in the dimensions that interact with them, but they also have to live 3 internally and externally 3 with instabilities and oscillations, where territorial identities are linked to others, and where life stories, in addition to their self-reflective and retrospective nature, have a prospective nature. The young people presented what bothers them personally and socially, that exclusions and limits, prejudiced and discriminatory

restrictions, such as difficulties in composing journeys will require greater self- involvement. It was evident that the reflective and expressive movements made in

dance have the power to provide listening, a reflective, socializing space, and the creation of the new, for the journey of consciousness to be made, in aspects that were perhaps in the fog of oblivion, naturalization or even in the unconscious. It was observed that, in addition to giving organicity to the group fabric, the experience of oneself associated with creation in dance places the subject as a subject of changes in terms of what functioned for him as an obstacle to his expressive freedom. In this movement of the body made by the multidimensional subject that we are, affectivity and cognition, ethics and aesthetics, personal and social worlds, contexts of the school and outside it intersect, forming a field of experimentation of oneself, of the other and of improvisation in dance, where the subject perceives himself as the subject of his autonomy.