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

被引：1

作者：

Falkembach, Maria Fonseca ^{[1
]}

机构：

[1] Univ Fed Pelotas UFPe, Pelotas, RS, Brazil

来源：

URDIMENTO-REVISTA DE ESTUDOS EM ARTES CENICAS | 2019年 / 1卷 / 34期

关键词：

Dance education; somatic education; school; curriculum;

D O I：

10.5965/1414573101342019129

中图分类号：

TU242.2 [影院、剧院、音乐厅];

学科分类号：

摘要：

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.

引用

页码：129 / 143

页数：15

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