Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Bauermann, Laura
 |
| Orientador(a): |
De la Fare, Mónica
|
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica do Rio Grande do Sul
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://tede2.pucrs.br/tede2/handle/tede/6705
|
Resumo: |
This dissertation presents an analysis about the learning involved in dances which take place in festivities of the brazilian popular culture. Its objective was to investigate the perspective of the brincante making for movement creation, as a process of dance learning. For that, I performed an investigation about the term brincante, present in part of the popular dances studies, to consider their makings as ways of participating in the popular festivities. Having this “brincante” making as starting point, I analysed the notions of aesthetic experience and body perception of the individual who dances surrounded by the cultural circumstances of the festivity. The aesthetic experience is, here, the possibility of opening to this moment and, also, what allows to approximate the festive event to the notion of learning. In order to evidence the means of interaction between the individual and the space, I articulate theories concerning sensory perceptions, which involve somatic practice and the concept of learning. To develop such investigation, I made a theoretical research through a reflexive analysis of blibliographic references, articulated with registers which emerged from my experiences as an apprentice in three popular festivities: a carnival cortege, a Jongo festivitity and a Maçambique procession. The articulation among popular dance, brincante, aesthetic experience and somatic perception allowed to expand the meanings of learning and oriented the discussion to the dimension of dance learning, which implies creating movements and organizing the body from the relations involved in participating of the popular festivity. |
