Diário de afetos: uma proposta de ensinoaprendizagem da dança na escola pública

Abstract

This research comes from an artistic-pedagogical path committed to actions that sensitize the public school environment about the need to understand what affects the routine of Dance classes at school. This study was carried out at Escola Municipal Teodoro Sampaio, located in the neighborhood of Santa Cruz, Salvador-BA, with and for students in the final years of elementary school, in a way implied as a political positioning. The purpose is an invitation to dive into this Course Conclusion Work that seeks to emancipate bodies and root actions. It is necessary to have a dialogue about political affections (SAFATLE, 2019), bringing their forms of implications in the public school, as well as self-images and images as a way of (re)knowledge of the self, acting with cognitive actions that are emancipatory and liberating. The research presents the gathering of: Descriptive Memorandum, E-book, Publications, Evidence Attachments of academic journeys and References. This whole brings a detailed memorial of curricular components, courses and participation in events held during the course of the Professional Master's degree. In this work, with reference to Rengel (2007), the creation of neologisms intends to emphasize and elaborate through the junction of words a way of thinking through the image read, avoiding dichotomies. The parts and subparts of the research are named after acts and/or scenes. The act proposal involves the idea of scene (RENGEL and THRALL, 2010) as being not only that of the stage, but the scene that acts engaged in the context, whether educational, political, social or artistic. The Diário de Afetos, as the name says, narrates, describes and discusses the dance actions proposed in the school throughout this study. It presents notes, letters, photos of the dances, conversations, drawings, analysis, reflections on everyday school life, with the participation of students. The daily e-book of affections was also produced as digital content to be made available to the school community and to all people who want to know it. As main references: Damásio (2012), with the perspective of how images are constructed. hooks (2008), is a reference with the ethics of love, to affirm the need to love each other. The concept of corponectivity by Rengel (2007), signals that we are body and mind together. Insurgencies by Moretti & Streck (2013), as ways of building knowledge. Freire (2020), with knowledge for an emancipatory education. In this circuit of concepts for the construction of the Diary, I am inspired by the writing of Evaristo (2020), which guides writing experiences as writing of a body, of a condition. The scenes presented here are between acts and intertwining, wanderings and publications, actions and (re)actions. Memories of know-how that involved me and the students in this academic and life trajectory are posted. Dances, affections, images, emancipatory actions, education, non- dichotomy and insurgencies guided this research. The making of this Diary of Affections brought positive impacts on interpersonal relationships throughout the school community, as well as the recognition of the positive self-image of students. The paths traced here reverberate possibilities for the strengthening of a public basic education that acts in an equitable way and respects all the people involved in the school environment. To rebel politically is a modus operandi of freeing public basic education from the institutional abyss in which it has been falling and transforming linked processes into educational actions that emancipate.