Dispositivo didáctico relacional: reivindicación del valor del aprendizaje de la danza para una educación integral

Abstract

This article breaks with the practices of invisibilization and decontextualization of dance teaching in educational spaces. It aims to propose a relational didactic device that allows the integral teaching of dance and non-dance contents in school spaces. The study adopts methodological sequences of arts-based research to create a proposal that impacts the body from the languages of movement to produce corporal, sensitive, rational and affective knowledge, integrating multiple disciplinary fields. The findings define the relational didactic device as a kind of active symbolic laboratory, where dance, through the body and movement, dialogues with other scenic, social and cultural materialities to create strategies of inquiry and construction of knowledge, from the production of relational identities. From this perspective, it is concluded that dance becomes a device because it allows an interactive, multisensory and multimodal approach to curricular contents linked to social practices. It moves away from the instrumentalization of movement and acquires technical-functional value in the teaching and resignification of new bodily identities, sensibilities, rationalities and knowledge.