The somatic education perspective in the curriculum of primary and secondary school: dance and power

2024-12-25 Classification：Dance Click()
Author：Falkembach, Maria Fonseca

Article Title：The somatic education perspective in the curriculum of primary and secondary school: dance and power relations in the body

Abstract：
Dance as a mandatory discipline presents tensions regarding the mismatch between dance knowledge and other hegemonic knowledge at school. This text discusses problems faced by a dance teacher during the establishment of a curriculum for the discipline of Arts in a Southern Brazilian school. From the perspective of somatic education, the teacher's artistic practice challenges the pre-established curriculum. The Performative Ethnography methodology provided research data and the analysis was made with Michel Foucault's theoretical tools. This article shows the curriculum as a field of political dispute and describes how somatic education occupies its place at school amongst power relations.

Keywords: Dance education; somatic education; school; curriculum

DOI: 10.5965/1414573101342019129

Source：URDIMENTO-REVISTA DE ESTUDOS EM ARTES CENICAS

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