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Advisor(s)
Abstract(s)
A aula de técnica de dança contemporânea, proposta enquanto um lugar de problematização, reflete, de forma imanente,
sobre a relação entre os métodos e os processos de criação coreográfica e o processo de ensino-aprendizagem.
Este facto enaltece a relação Escola-Mundo enquanto um lugar de pensamento capaz de configurar uma cartografia de aspetos éticos, estéticos e políticos. É neste lugar que este texto pretende promover uma indagação filosófica que explora o potencial de relação, o potencial educativo e como a arquitetura dos processos de ensino-aprendizagem
é capaz de se sustentar num plano de conexão com o desconhecido. Partindo do posicionamento deleuziano onde tanto a criação artística como a filosófica produzem pensamento através da criação de conceitos, aconte-ser é, deste modo, um conceito criado para pensar a ativação de uma pedagogia porvir no contexto da aula de técnica de dança contemporânea. Assim, na horizontalidade dos conceitos, o acontecimento Deleuziano é o ponto de coincidência de vários aspetos desenvolvidos no texto propondo um diálogo-paisagem entre educação, criação e investigação. O ensino-aprendizagem é proposto, deste modo, enquanto um processo sustentado numa perspetiva construtivista do conhecimento, em que a aula de técnica de dança contemporânea se torna o lugar da transformação e da experiência.
ABSTRACT - Proposed as a place for problematization, the contemporary dance technique class reflects, immanently, on the relationship between the methods and processes of choreographic creation and the teaching-learning process. This approach enhances the School-World relationship as a place of thought capable of configuring a cartography of ethical,aesthetic and political aspects. It is in this context that this text intends to promote a philosophical inquiry that explores the relational potential, the educational potential, and how the architecture of teaching-learning processes can sustain itself on a level of connection with the unknown. Starting from a Deleuzian perspective, where both artistic and philosophical creation produce thought through the creation of concepts, happen-to-be is, therefore, a concept created to consider the activation of a future pedagogy within the context of contemporary dance technique classes. Thus, in the horizontality of concepts, the Deleuzian event is the point of coincidence of several aspects developed in the text, proposing a dialogue-landscape between education, creation, and research. Teaching-learning is thus proposed as a process supported by a constructivist perspective of knowledge, in which the contemporary dance technique class becomes a place of transformation and experience.
ABSTRACT - Proposed as a place for problematization, the contemporary dance technique class reflects, immanently, on the relationship between the methods and processes of choreographic creation and the teaching-learning process. This approach enhances the School-World relationship as a place of thought capable of configuring a cartography of ethical,aesthetic and political aspects. It is in this context that this text intends to promote a philosophical inquiry that explores the relational potential, the educational potential, and how the architecture of teaching-learning processes can sustain itself on a level of connection with the unknown. Starting from a Deleuzian perspective, where both artistic and philosophical creation produce thought through the creation of concepts, happen-to-be is, therefore, a concept created to consider the activation of a future pedagogy within the context of contemporary dance technique classes. Thus, in the horizontality of concepts, the Deleuzian event is the point of coincidence of several aspects developed in the text, proposing a dialogue-landscape between education, creation, and research. Teaching-learning is thus proposed as a process supported by a constructivist perspective of knowledge, in which the contemporary dance technique class becomes a place of transformation and experience.
Description
Keywords
Dança Educação Acontecimento Dance Education Event
Citation
Neto, A. C. (2024). Aconte-ser: um conceito ativador para uma pedagogia porvir no contexto da aula de técnica de dança contemporânea. Revista Estud(i)os de Dança, RED 2024. 2 (1), 1-12.https://doi.org/10.53072/RED202401/00206
Publisher
Revista Estud(i)os de Dança, RED 2024