A potência transformadora da biodança na escola : a educação como um ato de criação.

Abstract

From this research, I tried to understand, methodological practice of Biodance. It was carried out with children in a School Institution of Santa Maria-RS, Nossa Senhora da Providência Elementary School. The level of affectivity, part of axis "genetic potential-integration" is important in education process being. In addition to the affectivity, other processes were observed that cross the education, not only of the children, in an Institution, but that of an educator who organizes itself in the process of teaching-learning, reviewing its methodologies in search of a potentialization, also, in the act of educating. With a theoretical basis for the themes that were approached, the identity constitution of students between nine and thirteen years old is highlighted through the educational processes human being passes. For this, Biodance classes were observed, conducted by the facilitator-educator, who planned and executed thirteen meetings with practices and movements used in the methodology of Biodance with emphasis in the practice with the clay. The methodologies developed for the understanding of the research were the phenomenology and the collaborative autoethnography. The first is the perception of what happens in a deterrmined time and space. Yet, the second is an approach in which the researcher and researchers, from their own research experiences, also become part of this process. The writing had a collaborative character, so that the facilitator-educator participated, in a dialogical attitude, of the process of effectuation of this writing, giving her an opportunity of expression as to the experience lived as an educator. As final elucidations I realized that each educator in promoting experiences in the educational field, makes possible understandings of itself and its process in education, as well as enables the power of learning with all those and those who participate in the process. Biodance, as an educational model, it is feasible in the school context, as it provides a humanizing learning space that leads both educatee and educators to experience and be able to understand the process of development of identity potentials, in which one of the factors, among them, affectivity, in which educating oneself is vital. In this context, Biodanza in clay contributes to the process of individual learning, because it rescues the innermost of each individual so that the encounter provides conditions for the manifesto of nature. The contact with the clay provided a manifestation of the lived and potentiated the creative and affective expression of each child.