Physical relationship and dance: A contribution to the education of the phenomenon of movement.
Abstract
The Physics-Dance relationship is established to provide the future teacher with the objective of directing his practice towards the recontextualization of knowledge. Promoting experiences that allow the construction of knowledge about movement. The methodology used was qualitative by means of which the physical-dance relationship was established and a proposal was obtained where it is intended to highlight dance as a relevant means that contributes to the development of a more contextualized approach to address this phenomenon, encouraging an active role of the student contributing to the construction of a teaching scenario that could be more dynamic and motivating, enabling a transformation towards new ways of conceiving teaching. Finally, it was evidenced that dance is a powerful strategy that allows a dialogic and practical relationship with some principles of movement.
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