Curriculum Basis of a Formative Poetics in Dance Theater for High School

Abstract

This article reflects the theoretical bases and challenges for the construction of a pedagogical proposal entitled “A formative poetics in dance-theatre”, inserted in a space of formal education. The main objective was to propose pedagogical triggers in dance-theater to young people from Colégio Aplicação (CAp) of the Federal University of Rio Grande do Sul (UFRGS). The triggers consist of ways of composing choreographies through the interaction between students and their life narratives. The theoretical fields covered in the study are Body, Pedagogy of Dance and Theater and Dance-Theatre. As methodological procedures, we used a survey of the state of the art on the fields of studies presented here; the written problematization of such concepts and their structuring as a curricular component. It is expected that formative poetics will enable young people to have an artistic contact with their life narratives, through the activities offered by their teachers, which will be able to architect a form of knowledge construction through a pedagogical proposal in dance-theater.