SUBTLE BODY AND INTUITION

EXPANDED PRACTICES IN TEACHING MOVEMENT

Abstract

This text addresses intuition, the energetic and psycho-emotional body as relevant themes for thinking about the teaching of movement in the Performing Arts. Our objective was to highlight the importance of intuition and subtle bodies, as well as ancestral knowledge and self-care practices in bodily experiences in the classroom, whether in basic or higher education. Based on research and pedagogical experiences, we have brought some possibilities for methodological teaching experiments that intersect body, mind and energy. By integrating intuition and non-Western experiences of self-care, it is possible to value forms of knowledge that promote emotional well-being and creativity. The proposed practices, such as reading tarot cards on the body and breathing exercises (Pranayamas), demonstrate the connection between the dense and subtle dimensions of the body, revealing new possibilities for expression and interaction. In conclusion, the recognition of intuition and the subtle body as possible links between different forms of movement knowledge becomes an act of creation and resistance, where each corporeality manifests its singularity and contributes to a more plural and expanded social tissue of the scene.