Teaching and learning popular dances: historical, curricular and methodological perspectives.

Renata Celina de Moraes, Daniela Maria Amoroso


Abstract: The study focuses on making a historical review of the epistemological conceptions present in teaching, from primary education curricula to higher education. The hypothesis considers the continuous presence of Eurocentric content that has permeated education in the country since previous centuries, placing the knowledge of the people of our land as supporting or even silenced in the curricula. The theoretical contribution is based on the educational propositions of Freire (2014), on the considerations about the curriculum systematized by Silva (2019) and Castro-Gomez (2007) and historically resumed by Carvalho (2019). The problematizations are based on the reflections of Kilomba (2019) and dialogue with the practical ways of teaching popular dance, developed by Ligiéro (2011), among other authors, that strengthen the discourse shared here. As a result, we bring a possibility of theoretical-practical work to teaching popular dances, repeating Ligiéro's triad and adding contextualization as another vertex to be inserted as a methodological principle.


Curriculum; Popular Dances; Teaching

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DOI: https://doi.org/10.58786/rbed.v1i2.56233


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Programa de Pós Graduação em Dança - Universidade Federal do Rio de Janeiro

Associação Nacional de Pesquisadores em Dança (ANDA)

ISSN 2764-782X