Travessias e travessuras no projeto ABC e circo escola palmeiras: dos perigos e das alegrias de ensinar dança "fora da caixinha"

Abstract

How to teach ballet in a social project in which the flagship is the circus? With bodies full of energy and willing to change any teaching plan, the students of Project Abc and Circo Escola Palmeiras, where I work since August 2017, invited me to enter risky areas, full of adventures. In a long crossing, I opened the box of my dance, previously made of primer and models, to reinvent the teaching strategies of ballet, noticing the articulations with the language of dance and the context of students from 6 to 17 years, from Conjunto Palmeiras, on the outskirts of Fortaleza (CE), who prefer play than do my classes. This writing is a cartography of the crossings and mischiefs experienced by me as a teacher and by my students. As a collective, we transformed Project Abc's space into a studio, constantly moving between risk zones and composition zones where “nos” give way to “yes” through games and jokes. In this monograph, I walk the notions of a dance in context, by Isabel Marques; I wonder about the possibilities of a post-critical approach in teaching, starting with Tomaz Tadeu Silva, for whom curriculum is a crossing; I understand the dimension of experience knowledge and risks, proposed by Jorge Larrosa; and finally, I realize that the way I have been recreating the teaching of ballet in Conjunto Palmeiras is related to Ada Kroef's notion of pedagogy and nomadic curriculum. An adventure that never ends and that goes beyond the pages written to make, also, scene through the presentation Nós(as) travessuras!, staged by me and my students in the context of finishing a Degree in Dance. A research that continues as a work open to new crossings and mischiefs, around the world.