Experimentações com dança em um currículo: aprender com a diferença por meio da abertura aos devires

Abstract

This work brings results of a master's research that was conducted by the echo of the following question: what can dance in a curriculum that opens up to experimentation, so that body and thought move and provoke learning with difference? The research was carried out in a public school in the metropolitan region of Belo Horizonte/MG and involved experimentation with different possibilities in contemporary dance: Improvisation, Contact Improvisation, Video Dance and Choreographic Composition. The experiments were carried out with four classes of the 8th grade and six classes of the 9th grade of Elementary School. Post-critical curriculum studies were followed, which see the curricular field as a place of invention, in which different curricula can be created in everyday life. The methodology created was dancing, a composition between these studies, cartography, inspired by the studies of Gilles Deleuze and Felix Guattari, and Nietsche's walking character. One of the results is that experiments with dance in a curriculum can create a dancing curriculum, a composition between curriculum and dance. This curriculum is built in everyday life and puts body-thought to dance. It argues that the movement of a dancing curriculum triggered a learning with difference through becoming: becoming-teacher and becoming-child, which highlighted the importance of connecting to the students' bodies to learn from each one's difference.