Uma breve história das práticas somáticas e da dança: desenvolvimento histórico do campo da educação somática e suas relações com a dança1 | Intellect Skip to content
1981
Volume 14 Number 1
  • ISSN: 1757-1871
  • E-ISSN: 1757-188X

Abstract

Resumo

Este artigo descreve o desenvolvimento histórico das práticas somáticas de movimento, especialmente no que se refere à dança, aos dançarinos e às organizações de ensino da dança. O texto inicia por eventos históricos, tendências culturais e ocorrências individuais que levaram ao surgimento dos métodos somáticos ‘clássicos’, no início do século XX (de Alexander a Trager). Em seguida, são definidas a ‘educação e a terapia do movimento somático’ e o desdobramento de três gerações que criaram programas de movimento somático. Dados de entrevistas revelam que a segunda geração teve a ampla participação de dançarinos e que o modo de ‘pensar o corpo-mente’ dos profissionais da dança continua a moldar o treinamento e o desenvolvimento da Educação Somática, como também de uma. ‘dança somática’. Finalmente, levanta-se a questão da marginalização de ambas, dança e educação somática, apontando na direção de uma combinação de forças tendo em vista suas características comuns, para modificar esta posição desfavorável na cultura ocidental. Outros achados apontam para a avaliação da potência e do posicionamento da ‘dança somática’ em um esquema global.2

Abstract

This article outlines the historical development of somatic movement practices especially as they relate to dance, dancers and dance education organizations. It begins with historical events, cultural trends and individual occurrences that led up to the emergence of the ‘classic’ somatic methods at the turn of the twentieth century (Alexander to Trager). It then defines ‘somatic movement education and therapy’, and the growth of three generations of somatic movement programmes. Interview data reveals how a second generation included a large proportion of dancers and speaks to how the ‘bodymind thinking’ of dance professionals continues to shape the training and development of somatic education, as well as ‘dance somatics’. Finally it raises the question of the marginalizing of both dance and somatic education, and points to combining forces with their shared characteristics to alter this location in western culture. Another finding seeks to assess the potency and placement of ‘somatic dance’ in a global schema.

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2022-12-16
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