Hip Hop Dance e práticas pedagógicas: a abordagem positiva na educação não formal

Abstract

Hip Hop Dance teaching has been presented in different ways over the years, so in certain spaces, concepts such as autonomy, expressiveness and originality have been replaced by superficial and unilateral training, focused solely and exclusively on entertainment. Regardless of the type of methodology, the teaching of this dance is increasingly perceived in environments where a superficial perspective is promoted and far from the original elements of this dance style, training dancers less capable of exploring original and autonomous movement. These changes that have been occurring motivated the research, based on the investigation of methodologies focused on positive and human aspects used in educational contexts. Thus, this research aimed to understand how Hip Hop Dance is taught in non formal education contexts, as well as the use of Positive Education as a pedagogical resource. This is a qualitative, descriptive and basic investigation that consisted of carrying out Hip Hop Dance workshops with five young dancers of this modality in local dance groups, as well as semi-structured interviews to better survey the experiences lived by the subjects before, during and after the workshops. The data collected through these instruments were analyzed based on Bardin's content analysis, which allowed us to see how the chosen methodology had a positive impact on the Hip Hop Dance teaching-learning process, as well as increasing the participants' perception of themselves, their dance and the psychosocial contexts that permeate the artistic environment.