When the classroom listen and dance

Abstract

The themes “dancing according to the music, “making music to dance” and “dancing without music” aim to arouse curiosity, develop autonomy and stimulate the perceptions of students and teachers involved in everyday school life. Thus, we bring to this study, inserted in the theme of transformative and supportive educational practices, somereflections on the importance of the teacher in the perspective of learning, as a subject who advocates acts during a class that can often be considered as a work of art, depending on the mediation he performs in the construction of knowledge. We emphasize in this study the possibilities for new ways of looking at the school through a School and Social Pedagogy conducive to inclusive and socializing practices. In this sense, this text advances from the metaphor of listening and dancing as sensitive, artistic, aesthetic and interdisciplinary practices in a dialog with Duarte Jr., Kastrup, Meira, Rancière, Schafer and Uriarte on the emancipatory and autonomous education of those involved. We seek to emphasize the importance of learning through constant updating in the specific area and in the connection with social life and nature, understanding that the learning of arts is both a cognitive and kinesthetic activity, and that there is no learning without body registration.