El cuerpo como territorio: una propuesta didáctica en danzas

Abstract

This research analyzes the idea of ​​the body as a territory, in the context of early childhood children from the Colegio Manuela Beltrán IED and the Colegio República de Colombia IED schools in the city of Bogotá D.C., with the intention of identifying the realities, experiences, perceptions of boys and girls about their body and the dynamics that are generated in their home, school and context. Through the implementation of a pedagogical proposal in the learning process from dance with the adaptation of the Territorii Method (Bozzano, 2009), the concepts: real territory, lived territory and thought territory are addressed, to later propose categories of analysis referring to the body as the territory of the child from what is real, what is lived and what is thought. Regarding the methodology, qualitative research of an ethnographic nature is proposed, implementing instruments for the collection of information such as: the field diary, body mapping and recordings. Likewise, the construction of a pedagogical project that is carried out for the implementation of a five-phase process, focused mainly on activities of Colombian folk dance and Venezuelan folk dance, that from an analysis in the phases of systematization, organization and triangulation , lead to generating the emerging category body as a possible territory, which is built from the adaptation of the postulates of the doctor in geography Horacio Bozzano (Real territory, lived territory, thought territory and possible territory) and approaches related to dance didactics.