Memories of teacher-artists of dance: experiences of their first steps and their resonances

Abstract

The dance student when entering the course of Dance – “Licenciatura-degree”, he already has a trajectory with the dance before the course, and sometimes arrives in the higher education already acting like professor in non formal environments of education. This study aims to analyze the experiences of dance’s students in higher education in their dance career and their resonances as teachers. The data were generated through a work of a discipline of the Dance course - Licenciatura, from a university located in the south of Brazil, in which 18 dance’s students recorded their memories about their Dance classes as students. In process of writing and reflecting on their own trajectory in Dance, academics can identify resonances of these experiences as teachers. We use as a theoretical contribution authors that approach the experience (LARROSA, 2016), pedagogies in dance teaching (STINSON, 1995) and the narratives used in training courses (JOSSO, 2007). The reports indicate that most of the academics had their first experiences in Dance, in non-formal or informal spaces of teaching, and that Dance is little present in Basic Education, even as a form of aesthetic nutrition. Academics indicate dilemmas of dance classes, such as classes that happened in inadequate spaces, the lack of presence of boys in class and the prejudice of it, and the excessive use of the traditional pedagogy even in different teaching spaces and dance styles. Some records point out experiences in classes based on critical, creative and feminist pedagogies, signaling a change of thought about Dance in its daily teaching.