Somatic Approaches in the Educational Formation in Dance: from the dryness of the background to curriculum as cartography

from the dryness of the background to curriculum as cartography

Authors

  • Marina Campos Magalhães Universidade de Lisboa – ULisboa, Lisboa, Portugal | Universidade Federal do Estado do Rio de Janeiro – UNIRIO, Rio de Janeiro/RJ, Brazil

Keywords:

Somatics. Dance. Teaching-learning. Performativity. Embodiment.

Abstract

This article analyzes the relationships and contributions of somatic practices in the training in dance, in higher education context, based on a study between Lisbon and Rio de Janeiro. The main reflections will be presented, which emphasize the actual concept of Somatics and its possibilities of articulation in the teaching of dance in higher education. In our research, a coexistence of the fields is presented based on two main possibilities: the dryness of the background – Godard’s (2006) concept, which would characterize a request from Somatics in a punctual or utilitarian way –; and another, in which the interaction takes place in such a way that the whole gear of teaching and learning is modified.

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Author Biography

Marina Campos Magalhães, Universidade de Lisboa – ULisboa, Lisboa, Portugal | Universidade Federal do Estado do Rio de Janeiro – UNIRIO, Rio de Janeiro/RJ, Brazil

Marina Campos Magalhães holds a PhD in Performing Arts from the Universidade de Lisboa (2023), jointly cotutela with the Universidade Federal do Rio de Janeiro, a Master in Performing Arts by UNIRIO (2017), has a graduate degree in Body Preparation in Performing Arts (2010) and an education degree in Dance (2011) from Faculdade Angel Vianna (RJ/BRA). Actress and dancer – graduated by Casa das Artes de Laranjeiras (2014) and by Centro de Formação Artística do Palácio das Artes (2005) – has experience in the area of Arts, with emphasis in Dance, Theater and Performance.

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Published

2023-07-06

How to Cite

Magalhães, M. C. (2023). Somatic Approaches in the Educational Formation in Dance: from the dryness of the background to curriculum as cartography: from the dryness of the background to curriculum as cartography. Brazilian Journal on Presence Studies, 13(3), 1–27. Retrieved from https://seer.ufrgs.br/index.php/presenca/article/view/132227

Issue

Vol. 13 No. 3 (2023): Jul./Set.2023

Section

Other Themes

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