As técnicas somáticas como estratégia de ensino nas aulas de Dança do Ventre online durante a Pandemia COVID-19.

Abstract

This undergraduate thesis aims to present and discuss a methodological proposal for non formal online Belly Dance instruction developed by the author in 2020. This proposal emerged amidst the COVID-19 pandemic, in response to the imperative to adapt Belly Dance classes to remote instruction. Within this framework, the work seeks to reflect on the significance of somatic techniques, with a particular focus on Self-Image work from Moshe Feldenkrais's perspective (1977), as a pedagogical strategy in online Belly Dance education. Its specific objectives are to delineate the author's adaptations as a dance instructor during the COVID-19 pandemic, elucidate and correlate the historical significance of the audiovisual system in the pedagogical trajectory of Arab dances in Brazil, expound upon how self-image exercises fostered autonomy for students during Belly Dance classes, and scrutinize and reflect upon the teaching methodology devised by the author and its efficacy in facilitating student learning. The work furnishes insights into the teaching and learning of dance, particularly Belly Dance, and its applicability to the remote education paradigm, with the aim of addressing the exigencies and challenges of online instruction, whilst underscoring the importance of somatic techniques and their indispensable role in the professional development of dancers. This research was conducted utilizing a qualitative approach, employing the autobiographical method to systematize the devised methodology and students' testimonials for outcome analysis. We conclude that somatic techniques augment bodily awareness, notwithstanding the virtual nature of the medium. Additionally, we assert that enhanced self-image streamlines the facilitation of dance instruction by the teacher-mediator, endowing students with autonomy and honoring their individuality.