Narrativas (auto)biográficas de um docente em (an)dança.

Abstract

This dissertation falls within the realm of (Auto)biographical studies by offering discussions and reflections on the author's life history. The focus on self-narratives arises from the understanding that (auto)biographical writing contributes as a method of research and professional development for the mentioned teacher. Thus, this study addresses the following problem question: How have I been shaping myself as a dance teacher? and presents the general objective: to understand the texture of meanings and experiential weft underlying the ways in which I have been shaping myself as a dance teacher. In addition to (auto)biography, it catalogues discussions from a literature of dance authors who discuss body, teacher education, curriculum theories, and education, among other relevant subjects, in connection with Post-Critical Studies in Education. The intertheoretical dialogues between (Auto)biography and Post-Critical Studies come about because these latter references are dedicated to the invention and construction of their research methods, thereby allowing the articulation of promising methodological procedures, ethical and concepts in which the teaching subject has complete freedom to employ a scientific rigor along with their own writing style that they deem relevant as a “body” that dances. Consequently, it is observed that the teacher's trajectory intersects a tangled web of arrangements, compositions, and dance practices experienced from informal situations within the family, school, and church, as well as through their university involvement in the Dance Teaching program at UESB. Thus, it is evident that these institutional transitions, provided by the Political and Pedagogical Project of the Dance Course, circunscribes the teacher within the artist-researcher-teacher triad, constantly negotiating, experiencing tension, and conflicting with discourses that this individual carries from previous experiences prior to graduation, going through their continued academic education and informal and formal performace contexts in which they engage in their teaching activities.