Resumo

ALBARRAN, Patrícia Andréa Osandón; ABREU, Fabrício Santos Dias de  e  SILVA, Daniele Nunes Henrique. THE MEDIATIONAL PROCESSES INVOLVED IN LEARNING CLASSICAL DANCE FOR BLIND AND LOW VISION DANCERS. Revista Teias [online]. 2021, vol.22, n.66, pp.94-113.  Epub 06-Fev-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2021.57874.

Based on the cultural-historical perspective, the present work aims to broaden discussions about art and visual impairment. Our idea is to rescue the meanings produced by the dancers about learning classical dance. The main focus is to explore the issues related to the teacher and the dancers' technical specificities, which leads us to understand better the relationship established between social inclusion, art, and human development. The methodological path was outlined by constructing narratives carried out from semistructured interviews during a year of research in the field. Eight (8) professional dancers, aged 20-35 years, who are blind or have low vision, participated in the study from a Brazilian classical dance company. Based on the videotaped material and then transcribed and analyzed field diary, we decided to discuss: a) the use of instruments and new senses of movement; b) imagination and playfulness as mediating aspects of learning, and c) the role of the other (teacher-student and student-student) in the constitution of new developmental cycles. The work results indicate the centrality of language in the acquisition of technique and the use of instruments and other resources since the simultaneity and agglutination of these various resources during the professionalization process was fundamental for the mastery of technique. We conclude that, for the interviewed dancers, classical dance was a sphere that promoted social inclusion, the learning of a craft and the promotion of new developmental cycles; a radical change in their life trajectory.

Palavras-chave : vision deficiencies; education of the blind; socio-historical-cultural theory; classical dance..

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