Uma dança-menor em um currículo-dançante

Abstract

This article shows how a dance-curriculum, created from experimentations with dance in the territory of a curriculum in action, reinvented itself and triggered other ways of learning by connecting with a minor-dance, the one that is in student bodies and it is often marginalized in the larger curriculum. Dancing was used as a methodology, that is: a composition made of cartography + dance and that is inspired both by the studies of Gilles Deleuze and Félix Guattari and by Nietzsche's “Walker” to bet on a dancing curriculum. The purpose of this article is to show how a dance-curriculum worked when connecting to a minor-dance in the territory of a curriculum, following some sounds of hip-hop culture, such as funk, trap dance and k-pop. This minor-dance, with sensitive teaching on the lookout for gaps to make the movement happen in the midst of authorized subjects taught in schools, made it possible to break, break and subvert the rules, the vision of the body and dance of a major-curriculum. The article also shows that, through this connection, students learn by following the dancing line of pleasure and joy. The argument developed is that a dancing-curriculum has become a space of transgression and creation by connecting to a minor-dance, enunciating bodies, dance and a curriculum to come.