El Dance Hall como elemento dinamizador en el aprendizaje del Mapalé una propuesta didáctico-creativa para el ámbito escolar urbano

Abstract

Dance teachers working in Bogotá's public schools constantly face resistance from their students towards traditional or folkloric bodily expressions, due to the apparent spatial, generational, and experiential distance between the dances they routinely perform and the popular memories that Colombia possesses. This educational gap originates from a behavioral education focused on learning topics that are clearly important for the cultural and identity-related knowledge of the traditions that shape certain Colombian communities. The ways in which this knowledge is approached do little to connect with the student's daily life and their urban bodily expressions, rendering Colombian dance traditions as just another topic to be memorized within what the school should teach.