1981
Volume 12, Issue 1
  • ISSN: 1757-1871
  • E-ISSN: 1757-188X

Abstract

This article traces the arrival of the Alexander Technique in Brazil in the 1980s and its later insertion in higher education in the country. It focuses on two experiences: one at Universidade Federal do Estado do Rio de Janeiro – UNIRIO (Federal University of the State of Rio de Janeiro) – as a university extension course for musicians and one at Universidade Federal de Minas Gerais – UFMG (Federal University of Minas Gerais and State University of Campinas) as an elective subject for dancers as part of the undergraduate dance course. The article aims to discuss the particularities as well as the challenges of introducing the Alexander Technique for the first time to trained dancers and musicians. The methodological approach included interviews with Alexander Technique teachers working and living in Brazil as well as the author’s personal experiences teaching the Alexander Technique in a university setting, articulated with the literature on this topic. The article hopes to contribute to the reflection on the role of somatic practices in higher education in order to collaborate with strategies that may help the teaching-learning process in an artistic-pedagogical academic environment.

Resumo

Este artigo aponta a chegada da Técnica Alexander no Brasil nos anos 80 e sua posterior inserção no ensino superior no país. Ele se concentra em duas experiências: uma na Universidade Federal do Estado do Rio De Janeiro (UNIRIO) como curso de extensão para músicos, e outra na Universidade Federal de Minas Gerais (UFMG) como curso eletivo para dançarinos do Curso de graduação em Dança (licenciatura). O artigo tem como objetivo discutir as particularidades e os desafios em introduzir a Técnica Alexander pela primeira vez para dançarinos e músicos em formação. A abordagem metodológica incluiu entrevistas com professores da Técnica Alexander que trabalham e moram no Brasil, bem como as experiências pessoais da autora ensinando a Técnica Alexander em um ambiente universitário, em articulação com a literatura sobre este tópico. O artigo espera contribuir para a reflexão sobre o papel das práticas somáticas no ensino superior, a fim de colaborar com estratégias que possam auxiliar o processo de ensino-aprendizagem em um ambiente acadêmico artístico-pedagógico.

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2020-08-01
2023-02-08
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