Problematizações em torno do treinamento técnico na formação em dança contemporânea

Abstract

The present work proposes to problematize some aspects related to the study of dance techniques in the process of education in scenic dance, more specifically in the teaching-learning processes informed by contemporary dance. The study in question focuses the discussion on initial processes of dance training that do not aim to train dancers for an exclusive dance modality and which, unlike hyper-specialization in specific styles, opt for a more generalist perspective in the choice and approach of contents in their teaching-learning processes. In order to dialogue with a concrete experience, the research is based on a particular case study, the Basic Dance Training of the Public School of Dance of Vila das Artes. The concept of techniques developed by the British researcher Andy Clark (2002) – defining them as sets of artifacts that are coupled by humans in order to increase the effect of their action and solve specific problems – was fundamental for the development of the proposed problematizations. Establishing some relationships to delimit the problem, such as technical training and docilization of the body, technical training and repertoires, training in dance and motor memory, technical acquisitions, training course and professional insertion, the work seeks to reflect on strategies that allow technical training in dance to be more aligned with the premises and principles of contemporary artistic creation.