O ensino de dança no período pós lockdown e suas relações com o período lockdown

Abstract

This work aims to analyze the teaching of dances and their cultural artifacts in post-lockdown times and identify their relationships with the lockdown period. This research is characterized by a qualitative approach, with a semi-structured interview conducted with dance professionals. The discourse analyses were guided by methodologies adopted from three fundamental theoretical currents: Cultural Studies, post-critical analysis, and Foucauldian analysis. These methodologies are essential for comprehensively and critically analyzing phenomena related to the teaching and practice of dance in the digital environment, providing insights into the cultural and social dynamics involved. The average age of the teachers is 32 years, with an average of 10 years of professional experience. Regarding professional training, 8 teachers already have a bachelor's degree, and all professionals work in more than one dance genre and not only as dance teachers to supplement income. We can emphasize that online classes have challenged traditional power hierarchies in the classroom, encouraging more collaborative and horizontal approaches to dance teaching. Although online classes may offer advantages in terms of flexibility and accessibility, most interviewed teachers consider that face-to-face teaching is still superior due to the physical contact and sensory experience it provides. This study marks the beginning of a continuous research journey, where the pace of research moves in harmony with technology and human creativity, dancing in sync in the quest for a deeper understanding of this constantly evolving universe.