Autonomia e hip hop dance: uma perspectiva metodológica

Abstract

Realizing that the methodologies of choreographed classes are commercially and economically profitable, many teachers spread this way of teaching in dance academies and it became reality in general in the teaching of Hip Hop Dance. However, researchers began to experiment with methodologies that do not use choreography as the main focus of the class, but place it as a tool after assimilating the fundamentals of which this dance is composed, so that the student can be stimulated at the end of the classes. In view of this, the following problem arises that guides the present work: Is it possible, through a not only choreographic methodology for teaching Hip Hop Dance, to understand the fundamentals of the style and stimulate the autonomy of students? The general objective of this research was to analyze the development of student autonomy through a methodology for teaching the fundamentals of Hip Hop Dance. The present research was an applied action research, and it was framed as exploratory and descriptive, using a qualitative approach, and of a phenomenological character, as it carried out a direct description of the study and the results found in a field research with a study group formed with students between 15 and 18 years old from the 1st and 2nd year of high school. A field diary and a questionnaire were used as an instrument for data collection, and the method called content analysis was used for the discussion. This work is structured in three chapters. In the first, I bring the history of Hip Hop Culture, a history of where, how it was born and popularized and the elements that are part of this formation. In the second chapter, I approach the methodological aspects of the research. In the last chapter are the results and discussions carried out in this work, which was divided into two moments. In the first moment, the pre-intervention questionnaire is approached, and in a second moment, the objectives of each class are reported, in which there is the observation of the referrals of the students in which, I bring their difficulties and facilities before each class, through the challenges that were proposed and how they proposed to face this experience and in the end what was left as a learning experience and how they felt.