Collaborative perspectives of teacher training from an experience in ballet education
DOI:
https://doi.org/10.35699/2238-2046.2018.15589Keywords:
Dance, Teacher Training, Ballet TeachingAbstract
In this essay we share reflections about dance teacher training in non-formal education, based on the analysis of classical ballet teachers’ trajectories in Pelotas, RS - Brazil. In order to achieve that the study presents semi-structured interviews conducted in 2013, referenced in the contributions of Nóvoa (2009) and Shulman (1986) to this context. The analysis shows that the experience of teaching education through a collaborative perspective, paying respect to the experience of those who preceded us, could foster collective action, in addition to emphasizing how teaching experiences in dance / ballet appear as important issues for teacher training and pedagogical practices in formal spaces of education.
References
BARBOZA, Mônica Corrêa de Borba. O projeto de formação de professores do Curso de Dança-Licenciatura da UFPEL: uma trajetória em movimento. 2015. 176f. Dissertação de Mestrado. Programa de Pós-graduação em Educação. Universidade Federal de Pelotas.
BORBA, Mônica Corrêa de. Profissão, Professor de Dança! A trajetória de Formação de uma professora de Balé Clássico na cidade de Pelotas. 2013. 124f. Trabalho de Conclusão de Curso (Licenciatura em Dança) – Universidade Federal de Pelotas.
MICHELON, Francisca F.; BORGES, Beatriz N.; SCHPWONKE, Raquel S. (Org.). Ballet em fotos. Pelotas: Editora Universitária-UFPel, 2004.
NÓVOA, António. Professores: imagens de um futuro presente. Educa: Lisboa, 2009.
SHULMAN, Lee. Those who understand: the knowledge growths in teaching. Education Research, February, p. 4-14, 1986.
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Copyright (c) 2018 Mônica Corrêa de Borba Barboza, Eleonora Campos da Motta Santos, Viviane Saballa
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