O papel da licenciatura em dança na trajetória de uma professora de dança: reflexões metodológicas para o ensino do balé

Abstract

This work show a reflect about the formation process of the classical ballet teacher, the same who for a long time was only focused on the technical knowledge acquired through the experience as a dancer, becoming the ballet classes in non-formal education was in the most of the parts associated with a traditional pedagogy, as rests of the heredity between student and teacher. From my experience as a dancer, teacher and dance student at the UFPB, I realized that the artistic process construction of the ballet teacher is continuous and all the training spaces must be studied in a horizontal and complementary way, then the ballet teaching does becoming immutable. Now across my graduation, it made me know new pedagogical possibilities and understand that teach a dance technique is not just a traditional trend, but each teacher will be able to define their own method approach from their reality. Following this new pedagogical view, I present the ADança-Taperoá Project as an example, a space where I had autonomy to relate the processes that I learned in the college to my performance as a teacher. In this way, I see how the academy enhanced my performance as a dancer and especially as a teacher in non-formal education, giving me methodological support, for a reorganization about what I understood as teach process and select ways to build a meaningful ballet class with spaces for dialogues, reflections, research, and experimentation with movement. However, the response to this class format was a grateful development for all dancers in the project. Developing body, space and creative notions more easily.