English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

Neste artigo pretende-se refletir, apoiado em alguns ensaios de Merleau-Ponty e com base na fenomenologia, acerca do corpo e das narrativas e saberes que nele se anunciam na dança butô - modalidade que combina dança e teatro, criada no Japão na década de 1950. De modo geral, o corpo foi compreendido como elemento acessório no processo educativo, e essa compreensão ainda é predominante no contexto atual. Nossa reflexão tenta apontar outros caminhos de entendimento do corpo na educação, a partir de uma atitude que busca superar o instrumentalismo e ampliar as referências educativas, ao considerar a fenomenologia do corpo, e sua relação com o conhecimento sensível, como aquela capaz de amplificar a textura corpórea dos processos de conhecimento. Considerando a experiência do corpo na dança butô, apresentamos indicadores para pensar a educação, relacionados à experiência estética. Dentre eles destacamos: a plasticidade do corpo, a sua produção incessante de ressignificações, a sua abertura à inovação, a sua condição mutante, a sua ruptura com a mecanização gestual, a sua não dissociação entre homem e mundo, pensamento e sentimento. Todos esses aspectos que reúnem o saber recursivo, integrativo e criativo do corpo, são indicadores para pensarmos na educação, por tratar-se de uma nova possibilidade de leitura do real, a partir da linguagem do gesto, em que dialogam saberes e práticas inscritos na experiência corporal. Butoh has emerged as one of the genres in evidence within the contemporary scenario of Japanese dance-theatre aesthetics. The present text intends to reflect upon the body in the Butoh dance, the narratives and knowledges that it reveals, drawing from some of Merleau-Ponty writings and based on the phenomenological stance. Considering this aesthetic scenario, we approach the issue of rationality and its unfolding in education. Generally speaking, the body has been understood as an accessory in the educational process, and such conception is still predominant. Our reflection attempts to point to other ways of understanding the body in education, starting from an attitude that seeks to overcome instrumentalism and to expand educational references by considering the phenomenology of the body and its relation to sensitive knowledge as capable of amplifying the corporeal texture of the knowledge processes. Considering the body experience in the Butoh dance, we present pointers to reflect on education related to the aesthetic experience. Among them we highlight: the plasticity of the body, its incessant production of resignifications, its openness to innovation, its mutant condition, its rupture with gestural mechanization, its avoidance of the man-world and thought-feeling fragmentations, all those aspects that bring together the recursive, integrative and creative knowledge of the body are indicators to help us think on education, because their represent new possibilities for reading the real starting from the language of the gesture, effecting dialogues between knowledges and practices in the corporeal experience

A experiência do corpo na dança butô: indicadores para pensar a educação