Dance, equality and diversity: "professing" in contemporary times

Abstract

The teaching of dance, as a methodology for teaching body
studies for teaching the arts, can break with colonial structural
logic. The pedagogy of the oppressed and the “bixa” ethics are
adhered to, concomitantly, as beacons of the praxis of the artistteacher, understood as being in a constant process of updating
their practices – methodological, pedagogical, didactic and
artistic – through a neologism : “professendo” (being a professor).
Unconcluded, the professor seeks, through reflection on his
practices, to abolish these logics that materialize in educational
processes that deal with authoritarianism, adoption of universal
models, contents taught in a banking education mode and
hierarchical relations, both in the choice of contents and in the
verticality of treatment between educator-student. The premise
is that a colonial logic that structures dance teaching nowadays
deals mainly with the notion that the educator knows everything
and the student knows nothing, emptying the creative power and
the full development of the subject as a critical citizen through
silencing discipline. It is indicated that dance professionals in the
country are (in)trained in these structuring colonial logics present
in dance teaching, especially in classical ballet. A methodological
and content proposal for teaching planned dance as a practice of
freedom is presented. The counterpoint that breaks with these
logics presupposes dialogic acts in the practices of the artistteacher - a “professendo” (being a professor), - who adheres
to a project of search for equality and inclusion of subjects in
education and art.