A QUEM INTERESSAM MINHAS MEMÓRIAS DANÇADAS NA ESCOLA?

Abstract

This article seeks to reflect on an autobiography perspective and life narratives as processes of formation and self-identification. For that, I start from my own narratives to approach dance in the public school of basic education and mainly in how my trajectories in the educational environment - from student to teacher - contributed to my conceptions of art, dance and education, transforming me, today, into an artist teacher. The objective of these reflections is to explore how life narratives can contribute not only as a record of lived experiences, but also as a process of self-recognition and identification of the past as a builder of present and future experiences, especially with regard to conducts in dance teaching and in the construction of spaces for art and culture within the educational environment. As a theoretical reference, dance is evidenced by the contributions of Marques (2010) and Onuki (2010), the concepts of experiences are based on the contributions of Dewey (2010) and Larrosa (2019); Life History, Teaching Knowledge and Training in Tardif (2010), Nóvoa (2022, 2003,2019) and Cavaco (2015) and Biographical Narratives in Delory - Momberger (2011, 2006, 2021) In this way, I propose with this work a pause and a reflection on oneself (and in my case, on myself) and in my art-dance-teaching and how relationships of affection and overcoming barriers contribute to the construction of a more humane educational environment.

keywords: Dance education; biographical narratives; experience; training process