EXPERIÊNCIAS VIVIDAS EM DANÇA

ARTE E RELACIONAMENTO CORPORIFICADO

Authors

  • Alba Pedreira Vieira Universidade Federal de Viçosa (UFV), Brasil http://orcid.org/0000-0002-7622-1622
  • Karen E. Bond Temple University, Estados Unidos

Keywords:

dance, embodiment, relationship

Abstract

To understand aspects of the interactions between higher education dance teachers and their students, this study is guided by hermeneutic phenomenology, experiential research and the biographical interpretative method. The category of analysis "Embodied Interactions" presents descriptions of relational intentionality and specific exchanges – about feelings and bodily states – that dance in a continuum whose poles are a strong connection and 'missing connection.' The results suggest there is a
need to discuss all aspects of the phenomenon of the interaction between art teachers and students, particularly the education of body states and emotions, intrinsic to dance education, making this a challenging theme for education in general.

Author Biographies

Alba Pedreira Vieira, Universidade Federal de Viçosa (UFV), Brasil

Professora Associada, Ph.D. em Dança, Universidade Federal de Viçosa, Viçosa, MG, Fone: 31 994114362

https://ufv.academia.edu/AVieira  

Lattes: http://lattes.cnpq.br/2204010991291958

 

performer, diretora artística e coreógrafa do Grupo de Dança Contemporânea 
‘Mosaico’; professora e pesquisadora da Universidade Federal de Viçosa (MG)
desde 1997. Ph.D. em Dança pela Temple University (EUA, 2007), e com pós-doutorado no Programa de Pós-graduação em Artes Cênicas na Universidade Federal da Bahia. Membro da diretoria da Associação Internacional World Dance Alliance Americas e membro do conselho consultivo da Associação Dance and the
Child International. Coordenadora do Grupo de Pesquisa Transdisciplinar em
Dança (CNPq). Organizadora do livro "Arte e Violência: Ensaios em Movimento" e do livro digital “Educação para as Artes” (2010). 

Karen E. Bond, Temple University, Estados Unidos

Publicou capítulo de livros, artigos em peródicos e anais   de conferências, e apresentou trabalhos, cursos e workshops na Austrália, Brasil, Canadá, Finlândia, Jamaica, Japão, Nova Zelândia, Saipan, Cingapura, Taiwan e EUA.  Na Temple University, ela ensina cursos de pós-graduação em métodos de pesquisa experiencial (fenomenologia,  etnografia, autobiografia) e teoria e prática de ensino de dança. Dra. Bond já atuou nos conselhos de várias associações profissionais, incluindo Dance Council da  Australia, Dance Therapy Association da Australia  (Presidente, 1997-2000), Dance and the Child  International (Representante Nacional para a Austrália, 1994-1997; Research Oficial, 1997-2000, Presidente  eleita, 2000-2003, Presidente, 2003-2006), Congresso de Pesquisa em Dança (2000-2003), Organização  Nacional de Educação de Dança (Proceedings Editor  2008-2011; Board of Reviewers 2011-). Bond ganhou o Prêmio de Pesquisadora Notável de Educação de Dança da  Organização Nacional de Dança em 2013 (NDEO).

References

BOND, K. E.; ETWAROO, I. “If I really see you…”: Experiences of identity and difference in a higher education setting. In: POWELL, M. C.; MARCOW-SPEISER, V. (Eds.), The arts, education and social change: Little signs of hope. New York: Peter Lang, 2005. p. 87-99.

BOND, K. E.; RICHARD, B. “Ladies and gentlemen: What do you see? What do you feel?” A story of connected curriculum in a third grade dance education setting. In: OVERBY, L. Y.; LEPCZYK, B. (Orgs.). Dance Current Selected Research. Brooklyn, New York: AMS Press, 2005. v. 5, p. 85-133.

BOND, K. E.; STINSON, S. W. “I feel like I’m going to take off!”: Young people’s experiences of the superordinary in dance. Dance Research Journal, v. 32, n. 2, p. 52-87, 2000/01.

BOND, K.. Introduction to Experiential Inquiry. Slides and Lecture, Course Meaning in Dance. Philadelphia, Temple University, 2003.

BRENNAN, T.. The Transmission of Affect. Itaca: Cornell University, 2004.

DENZIN, N. K. Interpretive biography. Newbury Park: Sage, 1989.

FREIRE, P. Pedagogy of the oppressed. 20th ed. New York: Continuum, 1993.

GLESNE, C. That rare feeling: Re-presenting research through poetic transcription.” Qualitative Inquiry, v. 2, n. 3, p. 202-221, 1997.

HERMAN, L.; MANDELL, A. From teaching to mentoring: principle and practice, dialogue and life in adult education. New York: Routledge, 2004.

JANESICK, V. J. The choreography of qualitative research design: Minuets, improvisations, and crystallization. In: DENZIN, N. K.; LINCOLN, Y. S. (Orgs.). Handbook of qualitative research. 2. ed. Thousand Oaks: Sage, 2000. p. 379-400.

LABANYI, J. Doing Things: Emotion, Affect and Materiality. Journal of Spanish Cultural Studies. v. 11, n. 3-4, p. 223-233, 2010. Disponível em: <http://www.tandfonline.com/toc/cjsc20/11/3-4>. Acesso em: 03 mar. 2017.

MANS, M. The Changing Body in Southern Africa: a Perspective from Ethnomusicology. In: BRESLER, L. (Org.). Moving minds: Towards embodied teaching and Learning. London: Kluwer Academic Publishers, 2004. p. 77-96.

MARKULA, P. Tuning into One's Self: Foucault's Technologies of the Self and Mindful Fitness. Sociology of Sport Journal, v. 3 n. 21, p. 302-321, 2004.

MOUSTAKAS, C. Heuristic research: Design, methodology, and applications. Thousand Oaks, CA: Sage Publications, 1990.

PARINI, J. The art of teaching. New York: Oxford University Press, 2005.

POLK, J. A. Traits of effective teachers. Arts Education Policy Review, v. 4 n.107, p. 23-29, 2006.

RUMI, J. al-Din. The Masnavi, book one. New York: Oxford University Press, 2004.

SHUSTERMAN, R. Somaesthetics and education: Exploring the terrain. In: BRESLER, L. (Org.). Moving minds: Towards embodied teaching and Learning. London: Kluwer Academic Publishers, 2004. p. 51-60.

STINSON, S. W. Research as choreography. Research in Dance Education v. 2 n. 7, p. 201-209, 2006.

___________. My body/my self. In: BRESLER, L. (Org.)., Knowing bodies, moving minds: Towards embodied teaching and learning London: Kluwer Academic Publishers, 2004. p. 153-167.

VIEIRA, A. P. The nature of pedagogical quality in higher dance education. 2007.

f. Tese (PhD. em Dança) - Temple University Philadelphia. Philadelphia, 2007.Disponivel em: <https://ufv.academia.edu/AVieira>. Acesso em: 02 mar. 2017.

VAN MANEN, M. The tone of teaching. Ontario: Alhthouse Press, 2002.

_______________. Researching lived experience: Human science for an action sensitive pedagogy (2nd ed). Toronto: Transcontinental Printing Inc., 1997.

____________. The tact of teaching: The meaning of pedagogical thoughtfulness. Ontario: Alhthouse Press, 1991.

Downloads

Published

2017-11-22

How to Cite

VIEIRA, A. P.; BOND, K. E. EXPERIÊNCIAS VIVIDAS EM DANÇA: ARTE E RELACIONAMENTO CORPORIFICADO. PÓS: Journal of the Arts Postgraduation Program at EBA/UFMG, Belo Horizonte, p. 129–149, 2017. Disponível em: https://periodicos.ufmg.br/index.php/revistapos/article/view/15501. Acesso em: 17 jul. 2024.

Issue

V.7, N.14: nov.2017 - apr.2018

Section

Articles - Thematic section

License

Authors who publish in this journal agree to the following terms:

    1. Authors retain copyright and grant the journal the right of first publication, with the work simultaneously licensed under the a Creative Commons Attribution-NonCommercial 4.0 International License that permits sharing of the work with acknowledgement of authorship and initial publication in this journal;
    2. Authors are permitted to enter into additional contracts separately, for non-exclusive distribution of the version of the work published in this journal (e.g., the Creative Commons Attribution License).
    3. Authors are permitted and encouraged to publish and distribute their work online (e.g., in institutional repositories or on their home page) at any point before or during the editorial process, as this may generate productive changes as well as increase the impact and citation of the published work.
    4. It is the responsibility of the authors to obtain written permission to use in their articles materials protected by copyright law. Revista PÓS is not responsible for copyright breaches made by its contributors.