Processos de ensino-aprendizagem em dança contemporânea: deslocamentos e perturbações na práxis de Marise Dinis

Abstract

The research entitled Teaching-learning processes in contemporary dance: displacements and disturbances in the praxis of Marise Dinis, addresses teaching-learning in contemporary dance, anchored in the articulation between technical training and artistic creation. From this perspective, the research, of a qualitative nature, follows the case study approach and focuses on the artistic-teaching practice developed by the artist from Minas Gerais, Marise Dinis. The objective was to identify structuring aspects, ways of doing things, references and arrangements in Dinis' artistic-pedagogical work, discussing them from the perspective of possible relationships between technique and creation in dance. The study was developed considering the following references: the conceptualization of contemporary dance, based on banes (1993), Fazenda (2012), Rocha (2016) and Silva (2005); discussions about technique and creation in dance, based on Mauss (2017) and Geraldi (2007); the notion of inventive learning, in Kastrup (2007, 2008); and the notion of experience in the field of art, in Dewey (2010). It was possible to verify that Marise Dinis brings together artistic and teaching experiences in the field of contemporary dance in Belo Horizonte, starting in the 2000s. It was found that the artist, independently, participates in important events, as a dancer, choreographer, director and teacher of contemporary dance, working with professional dance companies, artist collectives and leading schools in the capital of Minas Gerais. Furthermore, based on the notions of displacement and disturbance in dance, arrangements, ways of doing things in their praxis were listed and their contributions to discussions regarding contemporary dance teaching-learning methodologies today.