The rebellious ladies: insurgent pedagogies in social dancing

Abstract

The article emerges with the objective of registering and analyzing five trajectories of women social dance teachers engaged in insurgent pedagogical proposals. Bringing the image of the "rebel lady" as a provocative device that helps to think about the cisheternormative-patriarchal and colonial patterns in social dance. In this way, through the voices of these teachers I present how the formation of women in this space has been approached and what pedagogical alternatives they have created by promoting more plural, egalitarian, and diverse experiences in this space. Thus, we see unique propositions being created that believe in dance for two as a practice of social transformation. Disentangling the roles in dance from a correlation with the participants' genders, deconstructing heterosexual dramaturgy, promoting processes of autonomy and respect for the participants' singularities and pointing to a dance conduction based on the principle of listening instead of action.