Danças de salão : reflexões sobre a relação entre formação profissional e prática docente.

Abstract

The present study aimed to discuss the relationship between professional training and teaching practice in the world of ballroom dancing, as well as to identify difficulties and facilitators in teaching this language in today's context. The research is anchored in a qualitative approach, based on bibliographic research and case study. A field research was carried out through semi-structured interviews with 11 teachers from dance schools located in the cities of Campina Grande and João Pessoa. Transcription of responses, grouping of content by themes, and categories were used for analysis procedures. After analyzing the results, we verified the importance of ballroom dance teachers possessing not only technical skills but also a solid foundation in pedagogical knowledge. It is essential to effectively apply this theoretical knowledge because attending training sessions without applying them results in outdated practices in the classroom. Despite discussions surrounding the teaching of ballroom dancing, the teaching practice of lessons remains practically unchanged over the years. Although contemporary issues such as gender and leading have been raised in recent years, classes continue to focus on the "lesson step" and the teacher's centrality with a top down teaching approach. Even among respondents with diversified training, including a degree in dance, the discourses were similar, especially regarding the methodology of the classes. Despite the challenges, adopting new approaches is liberating.