Educação, dança e trans-formações : uma fenomenologia performativa do professor-artista-pesquisador.

Abstract

This thesis understands the phenomenon of dance stemming from the studies of the poetic dimension of language in the field of education and aims to study and reflect on the uniqueness of a formative process in dance to question the specificity of the body in poetic movement in teacher training. The intention is to search for hinge movements in the path of a teacher-artist-researcher-in-dance’s life, from a performative phenomenological approach to the poetic gesture of production of sensitive meanings. It is in the intense relationship between dancing and writing that I recall and perform my training experiences in dance-education by narrating/dancing the hinge movements that have constituted – and continue constituting – me as a teacher-artist-researcher. Writing-dance proposes to consider a hinge experience as an experience that is always unfinished; that promotes openness to other experiences by transforming and densifying listening, presence, perception and movement of the body with and within the world. The poetic dimension of language weaves the relationship between arts, research and teaching with the intention of breaking with the logic that inhibits the body from producing meaning through its imagery power. The composition and production of the video-performance "Trans-formations: between the sea and the mangrove I found the river" is an integral part of the writing of the thesis by articulating a performative investigation in the cities I inhabited and which constituted hinge movements in my existence. The dance-writing presents reflections on the encounter between arts and education from formative experiences in physical education, dance and higher education through a poetic relationship between the sea and the mangrove. For the video performance, a specific body preparation was carried out, mainly based on improvisations. Providing that artistic performance presents a narrative of the training spaces that were part of my experience, it was the simultaneity of the intersection between the postgraduate degree in Education and the graduation in Dance that allowed me to assume the option for performative phenomenology as a powerful approach in educational research. An approach that allowed joining the experiences of dancing to that of being a teacher and researcher and promoted openness to other questions that point, above and beyond the gesture of dancing, the density of the encounter between education and the arts woven by the poetic dimension of language.