| dc.description.abstract | This master's dissertation combines the themes of urban dance and dance teacher training in higher education. It sought to comprehend how processes of IN-visibility of urban dances occur within the curricula of Dance License courses in public institutions throughout Brazil. The documentary study (GIL, 2002) investigated the pedagogical initiatives of 24 Dance License courses using a qualitative approach (BOGDAN and BIKLEN, 1994). As theoretical apparatuses around the mentioned themes, the research of Aleixo (2009), Barboza (2015, 2019), Dias (2018), Guarato (2008, 2010, 2020, 2021), Lakka (2015), Pimenta (2016), Sacristán (2000), Santos (2016, 2019), Souza (2013), Silva (2005) and Vilela (1998) stand out. This study also found support in decoloniality discussions, such as those conducted by Quijano (2007), Maldonado-Torres (2007), Oliveira and Candau (2010), Palermo (2014), Silva and Santiago (2016), Rosevics (2014) and Walsh (2008, 2009). This research provided reflections on the presence of urban dances in dance teachers' university education and the power dynamics involved in this process, as well as a discussion of the potential ramifications of the presence of this subject in university curricula. Among the primary findings, 14 % of the investigated institutions, namely UFPEL, UFSM, FURB, and IFG, offer the discipline with the nomenclature urban dances. In their curriculum and educational processes, these institutions use distinct approaches and perceptions of urban dances. The study also revealed a demand among the academic sphere for further reflections on popular dances, particularly urban popular dances. | |
