BNCC, voguing, gender and sexuality issues: considerations on an experience in the supervised internship in dance education

Abstract

This paper aims to discuss our experience with teaching dance during the Compulsory Supervised Internship IV in the context of formal education at high school level as part of an undergraduate degree programme in Dance. Some considerations are presented regarding our educational experience as subjects, both as teachers-in-training and supervisor-teacher, which took place remotely with a group of students from a local public school. Our focus is placed on a commonly shared theoretical background and also on the challenges of problematizing issues of gender, sexuality and the promotion of citizenship of LGBTQIA+ subjects at this final stage of Basic Education. The artistic-pedagogical activities were sought to bring high school students closer to ballroom culture by introducing them to voguing, particularly through the lens of Cultural Studies. As a result, i) the power of knowledge in Dance as a trigger of new corporeities in the classroom and ii) the urgency to unveil ways to broaden the debates on our current BNCC with respect to art and diversity at High School level are both recognised.