La responsabilidad ética profesional del docente de danza en la trasmisión del concepto elemental “cuerpo” al alumno en la enseñanza de clases de danza
Date
2022-05-09
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Pontificia Universidad Católica del Perú
Abstract
El propósito central de este artículo es reflexionar, desde la perspectiva ética, sobre las
consecuencias éticas que surgen en el alumnado de danza al percibir el siguiente enunciado del
docente: “Hacer desde el cuerpo, no desde la mente y la razón”. Dentro de la disciplina artística
de la danza, es probable que este enunciado normalice la percepción del “cuerpo” como una
estructura separada, en el que existe una jerarquización importante: la mente y el cuerpo. En
ese sentido, la dicotomía cartesiana se acentúa durante el proceso de aprendizaje profesional del
estudiante a causa de los enunciados que expresa el docente de danza. Por tales motivos, el
trabajo tiene como objetivos analizar la relación que el docente de danza, visto como líder
educativo y ético, debe tener con sus alumnos y, del mismo modo, las consecuencias que esta
jerarquización corporal trae para la profesión artística de la danza, en el que conviven tanto
alumnos como docentes. A partir de una revisión bibliográfica, las conclusiones muestran que
esta dicotomía no benéfica la formación integral del alumnado como profesional en la danza,
porque no se valora un cuerpo integral o una totalidad viva; del mismo modo, el docente al ser
un líder educativo y ético debe ser consciente de esta situación y reflexionar sobre ello para
realizar constantes mejoras en su docencia para el estudiantado. Al mismo tiempo, el concepto
cuerpo, visto como una existencia total, aproxima al estudiante a enriquecerse no solamente
desde los saberes que se desprenden de la práctica dancística, sino también desde las diferentes
perspectivas que otras profesiones pueden ofrecer.
The main purpose of this article is to reflect from an ethical perspective, on the ethical consequences that arise in dance students when they perceive the following statement of the teacher: "Do from the body, not from the mind and reason". Within the artistic discipline of dance, this statement is likely to normalize the perception of the "body" as a separate structure, in which there is an important hierarchy: the mind and the body. In this sense, the Cartesian dichotomy is accentuated during the professional learning process of the student because of the statements expressed by the dance teacher. For these reasons, the work aims to analyse the relationship that the dance teacher, seen as an educational and ethical leader, must have with his students and, in the same way, the consequences that this body hierarchy brings to the artistic profession of dance, where students and teachers live side by side. From a literature review, the conclusions show that this dichotomy does not benefit the integral formation of students as professionals in dance, because it does not value an integral body or a living totality; In the same way, the teacher being an educational and ethical leader must be aware of this situation and reflect on it to make constant improvements in its teaching for the students. At the same time, the concept body, seen as a total existence, brings the student closer to enriching himself not only from the knowledge that emerges from dance practice, but also from the different perspectives that other professions can offer.
The main purpose of this article is to reflect from an ethical perspective, on the ethical consequences that arise in dance students when they perceive the following statement of the teacher: "Do from the body, not from the mind and reason". Within the artistic discipline of dance, this statement is likely to normalize the perception of the "body" as a separate structure, in which there is an important hierarchy: the mind and the body. In this sense, the Cartesian dichotomy is accentuated during the professional learning process of the student because of the statements expressed by the dance teacher. For these reasons, the work aims to analyse the relationship that the dance teacher, seen as an educational and ethical leader, must have with his students and, in the same way, the consequences that this body hierarchy brings to the artistic profession of dance, where students and teachers live side by side. From a literature review, the conclusions show that this dichotomy does not benefit the integral formation of students as professionals in dance, because it does not value an integral body or a living totality; In the same way, the teacher being an educational and ethical leader must be aware of this situation and reflect on it to make constant improvements in its teaching for the students. At the same time, the concept body, seen as a total existence, brings the student closer to enriching himself not only from the knowledge that emerges from dance practice, but also from the different perspectives that other professions can offer.
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Danza--Estudio y enseñanza (Superior), Danza--Aspectos fisiológicos, Cuerpo humano, Profesores universitarios--Ética profesional
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