Teaching Dance at School: High School Reform, Disciplining and Biopolitics

Authors

DOI:

https://doi.org/10.36025/arj.v9i2.28861

Keywords:

Dance teaching, High School Reform, Biopolitics and dance, Teaching experience, Insurgent bodies

Abstract

The present study is motivated by long years of experience in Education, observing the secondary, almost despicable place in which Art in general and dance in particular was relegated to the school curriculum. From a brief look at the history of dance in Education, the potentialities and difficulties that dance faces in public schools are discussed. The concepts of body, biopower, biopolitics, care of the self, by Michel Foucault and the notion of education as a practice of freedom, by Paulo Freire, are the reference from which the article develops. The discussion shows how urgent it is for the school to review the way it has treated dance as a fundamental component of Education.

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Author Biographies

Tatiana Paduin Bittencourt, Universidade Regional de Blumenau (FURB)

Tatiana Paduin Bittencourt is Graduated in Physical Education (Fundação Universidade Regional de Blumenau, 1998); Specialist in Physical Education of Elementary and High School (Universidade Estadual de Londrina, 1999); Pedagogical Coordination (Universidade Federal de Santa Catarina, 2013), Educational Management (Universidade da Grande Dourados, 2016) and Educational Technologies (Centro Universitário Sociedade Educacional de Santa Catarina, 2017), Brazil. Master’s in Education (Universidade Regional de Blumenau, 2020). Member of the research line: Teacher Education, Policies and Educational Practices. Researcher at the Higher Education Study and Research Group (GEPES). She investigates Information and Communication Technologies in teacher education. She has experience in the administrative and pedagogical technical support area in the municipal and state school networks. She was the Municipal Secretary of Education, Culture and Sports (2013-2014) in Witmarsum, Santa Catarina, Brazil; training professor, teaching short courses in the area of Educational Technologies (SED/SC); assistant director (2019) in a state school. Currently she is a Pedagogical Technical assistant at a state school in Witmarsum.

Celso Kraemer, Universidade Regional de Blumenau (FURB)

Celso Kraemer hols an Undergraduate Teaching Degree in Philosophy from the Centro Universitário de Brusque (UNIFEBE) (1990), Master’s in Education from the Fundação Universidade Regional de Blumenau (2003) and PhD in Philosophy from the Pontifícia Universidade Católica de São Paulo (2008), Brazil. Professor at the Universidade Regional de Blumenau (FURB) since 1991, Department of Social Sciences and Philosophy and Permanent Professor at the Graduate Program in Education. Work area: Philosophy of Education, Epistemology of Education. Experience in Contemporary Philosophy, Education, Teacher Training, Ethics and Politics. He has coordinated the Interdisciplinary Teaching Initiation Scholarship Institutional Program (PIBID) in Human Rights and in undergraduate teaching training degree courses at FURB since 1992. Coordinator of the Managing Committee of the University Human Rights Pact at FURB. Leader of Vozes Livres: Núcleo de Estudos da Diversidade de Gênero e Sexualidade [Free Voices: Gender and Sexuality Diversity Study Group] – FURB, and Leader of the Research Group Saberes de Si [Knowledge of oneself], linked to the Graduate Program in Education at FURB. He researches the theme of Contemporary Philosophy, Society, Gender and Sexuality Education, Queer thinking.

Priscila Regina Dallabona Meneghelli, Universidade Regional de Blumenau (FURB)

Priscila Regina Dallabona Meneghelli holds an Undergraduate Degree in Pedagogy (Universidade do Estado de Santa Catarina, 2006), graduated in Ludo-Pedagogy (Fundação Educacional Hansa Hammonia, 2006), complementation in Early Childhood Education, Supervision and Pedagogical Guidance (UNIASSELVI, 2009); undergraduate in Visual Arts (Centro Universitário Leonardo da Vinci, 2015), Brazil. Master’s in Education (Universidade Regional de Blumenau, 2019). Undergraduate Teaching Degree in Physical Education (UNIASSELVI, 2021). She has worked as a teacher in Basic Education since 2000; has worked as a tutor in Distance Learning since 2015; worked as an Educational Coordinator for Early Childhood Education and was a permanent worker of the public-school network of Presidente Getúlio, Santa Catarina, Brazil, for 13 years. She has a partnership in the Águia Dourada company in Presidente Getúlio and is a dance teacher there. She has taken courses in Education and Dance both nationally and internationally. She has coordinated cultural events. She has presented lectures and educational workshops in the city of Presidente Getúlio and in the city of Natal, Rio Grande do Norte. She is currently a permanent public servant of the State of Santa Catarina in the position of Education Assistant, in Presidente Getúlio.

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Published

01-12-2022

How to Cite

BITTENCOURT, T. P.; KRAEMER, C.; MENEGHELLI, P. R. D. Teaching Dance at School: High School Reform, Disciplining and Biopolitics. Art Research Journal: Revista de Pesquisa em Artes, [S. l.], v. 9, n. 2, 2022. DOI: 10.36025/arj.v9i2.28861. Disponível em: https://periodicos.ufrn.br/artresearchjournal/article/view/28861. Acesso em: 21 dec. 2024.

Issue

Vol. 9 No. 2 (2022): Dossier “Insurgent Dramaturgies and Epistemologies in Dance”; Articles; Reviews

Section

Dossier: Insurgent Dramaturgies and Epistemologies in Dance

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Copyright (c) 2022 Tatiana Paduin Bittencourt, Celso Kraemer, Priscila Regina Dallabona Meneghelli (Autor)

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