La diversidad como valor agregado y capital simbólico en los procesos de enseñanza-aprendizaje en danza

Abstract

The idea of homogenizing bodies, as well as a conductive education, based on a canonical perspective on beauty and efficiency, are obsolete when the practice of dance is understood as a diverse field enriched with the subjectivity of different bodies. These subjectivities are the ones to be discovered, acknowledged and strengthened to embody knowledge and question the capability of verbal language as the sole bearer of intelligibility. The processes of teaching and learning contemporary dance must, in consequence, access the corporal knowledge, through somatic techniques, which allow the incorporation of senses, experience and reason in a jointly responsible action, to develop a sort of rational and corporal intelligence in order to produce a constant self-awareness, that is constantly questioned.