For a common creation: a socio-constructive perspective for coreography in education

Authors

DOI:

https://doi.org/10.17058/rea.v29i1.14304

Keywords:

Artistic Education, Dance, Collaboration, Choreographic processes.

Abstract

This paper explores the dialogue between learning processes and choreographic creation in educational contexts. In the theoretical framework, a dialogue was established between constructivist aspects of education enunciated by Bruner and Vygotsky with the didactic-democratic spectrum proposed by Butterworth in the field of choreographic creation. Thus, it is important to understand how Culture is part of Education and how Collaboration can be a fundamental aspect in artistic creation in an educational context. In this process of balance, two forces emerge, personified by the teacher-student and choreographer-interpreter. And it is in the multiplicity of forms and compositions that the core of this text is relies.

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Author Biography

Angelo Cid Neto, Istituto de Educação de Lisboa

Ângelo Cid Neto integrou, como bailarino, a Amálgama Companhia de Dança. Participou como intérprete em trabalhos de Willi Dorner, Marina Frangioia, Tiago Guedes, David Zambrano, João Fernandes entre outros. Integrou diversos festivais como performer e criador: Bienal de Veneza, Materiais Diversos, Metadança, Resolution!m e Wbmotion. Colabora regularmente no projeto Compota – improvisação multidisciplinar com Paula Pinto e integra o SAP Lab (Science Art and Philosophy). Desenvolve um trabalho de criação artística dentro e fora dos contextos educativos com especial ênfase nas áreas transdisciplinares. É licenciado em Bioquímica (FCUL) e Dança (ESD), mestre em Artes Cénicas (FCSH) e Ensino de Dança (ESD). É doutorando em Educação Artística (IE&FBAUL) na área da criação coreográfica em contextos educativos. É professor no ensino artístico especializado nas áreas de técnica de dança contemporânea e criação coreográfica.

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Published

2021-01-05

How to Cite

Neto, A. C. (2021). For a common creation: a socio-constructive perspective for coreography in education. Reflexão E Ação, 29(1), 151-168. https://doi.org/10.17058/rea.v29i1.14304

Issue

Vol. 29 No. 1 (2021)

Section

Artigos do Fluxo

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