PEDAGOGICAL EXPERIENCE WITH FREVO DANCE IN HIGH SCHOOL IN RECIFE: PROBLEMATIZATION, ARTICULATION, TRANSFORMATION AND CRITICISM

PROBLEMATIZAÇÃO, ARTICULAÇÃO, TRANSFORMAÇÃO E CRÍTICA

Abstract

This dance/educational study aims to understand the impact of Teaching Frevo Dance at the School of Reference in Teaching Average Sizenando Silveira, carried out in the first half of 2022. Thus, we adopted as a basis for the development of pedagogical practice the set of articulating principles for the Teaching of Dance, postulated by teacher Isabel Marques (2003; 2010) based on: problematization, articulation, criticism and transformation. In this way, we organize the text into two sections entitled: (1) Clues on the trajectory of Frevo Dance and its teaching, and (2) Intertwining articulating principles and repertoires in Dance Teaching. Next, we propose reflections on the teaching-learning processes in Frevo Dance for high school students, in a public school in Recife. With the completion of the study, we were able to realize that Frevo Dance can be a fruitful way to establish expanded and deep relationships between students and the plots of roles of dance and the social. This allows the training of people who brake/they boil (dance) in the world in a problematizing way, questioning everyday social violence, articulating as a collective and committed to the critical transformation of people, Dance and our society.