A TEACHER-ARTIST ON THE SCENE: EXPERIENCES THAT MOBILIZE THINKING ABOUT DANCE TEACHING IN BASIC EDUCATION

Abstract

The work addresses as a guiding theme the teacher training in relation to dance education in the Basic Education school, aiming to reflect on the notion of teacher-artist, from a theoretical study, of an investigation of herself (JOSSO, 2007), that is, the author in the role of dance teacher, through reflections on narrative interviews (JOVCHELOVITCH; BAUER 2015) carried out with six students involved in their professional practice. The research is based on studies by authors such as: Márcia Strazzacappa (2006; 2011) and Isabel Marques (1999; 2003; 2014), in relation to teaching dance at school; and Patriciane Born (2012); Maria Falkembach (2017), Gilberto Icle and Mônica Torres Bonatto (2017) and Márcia Strazzacappa (2006; 2011) about the idea of teacher-artist. With the development of the investigation, it was possible to recognize and comprehend in a broader way the continuous teacher constitution as a dance artist-teacher working in a public school of Basic Education. And, yet, to identify artistic-pedagogical factors that act as problematizers and influencers in the teaching and learning processes of dance in the school territory, such as, for example, the experimentation, with the students, of experiences in which the teaching figure transits acting behind the scenes, on the scene and in the audience in dance works, playing different roles of artistic practice at school. Keywords Teacher-Artist. Scene. Dance at School. (Self)training.