La escuela: territorio de fuga y resignificación. construcción del re-conocimiento de identidades desde la diversidad cultural en el espacio de la danza

Abstract

The possibility of re-knowing oneself from the Raizal origin occurs in the otherness within social spaces that forge representations of identity construction, either for social claim or to deny ourselves from the individual and singular within the social context. Through this research work, dance is proposed as a pedagogical space with different components that include memory, identity, sensitive thinking and aesthetics, which invite the student to re-think from the different constructions to which he may have. The above is raised, understanding that the human being has historical memories, a present within naturalized practices and a future full of options; where the dance is nuanced to offer the student the possibility of constructing himself as a subject and getting closer to himself, where aesthetics have the possibility of being given from the beauty of human complexity. To achieve this end, the teacher must rethink his place of power from his own life narrative by allowing himself to be transformed by the knowledge reflected from his own experience, together with the students and give the transforming power to the school as an enabling territory of experiences, taking power away from the surrounding hegemony which has been historically attributed to it. The methodology of this research work is developed through action research as it provides reflective elements aimed at the development of critical thinking with transformative power, by allowing the actors in this research to be aware of their history and see beyond it with the possibility of transforming their realities built from mutual recognition.