Dance emotional experience in teacher education

Abstract

The present study, of a narrative nature, is inserted in the field of teacher training, with a focus on aesthetic education. We launched a look at the exchange of letters between students of the Pedagogy course at a public university in the Southeast, who recognize the daily practice of dancing as a point of convergence in their formative processes. Having as research objectives to identify and understand the possible contributions of dance practice to teacher training and to reflect on aesthetic education as a producer of meanings of being a teacher, we took the exchanged letters and other narrative records, complementary to them, as objects of study . The analyses, carried out in dialogue with the principles of the Historical-Cultural theory, show the experience in dance as a process that generates development and expansion of the teacher's state of consciousness. The narratives point to dance as: a form of expression; creation process; perception of oneself and the other. The research points to the urgency of thinking about formative practices of aesthetic education, which are based on art and sensitive ways of approaching reality, which value contexts, life trajectories and collectively produced knowledge.