Pastena N., D’anna C. & Gomez Paloma F. (2013) Autopoiesis and dance in the teaching-learning processes. Procedia – Social and Behavioral Sciences 106: 538–542. https://cepa.info/6932
Autopoiesis and dance in the teaching-learning processes.
Procedia – Social and Behavioral Sciences 106: 538–542.
Fulltext at https://cepa.info/6932
In recent times, the progresses of the human sciences and neurosciences have shown that the body experience has a deep relationship with the emotional and cognitive processes. So, think of the human being as a fusion of body, mind and emotions, it offers the opportunity to explore new ways of giving value to the body experience of the child. Therefore, the dance education is a discipline appropriate to the world of childhood, it helps the rapprochement between body and mind: the language of the body in dance merges with the language of the soul. In an enactive perspective, dance can be compared to the flow of languaging and emotioning; language is not placed in the brain structure and is not a physiological phenomenon of the nervous system but it is an autopoietic process. The emotioning flow is conditioned by languaging, as well as languaging is complementary to emotioning. Dance, as an ethical possibility for man, is an example of languaging and emotioning, because with the body language humans create and convey emotions subjectively interpreted by the beholder. Therefore, dance can be considered an educational activity, like the other disciplines contributing the formation of personality, ensuring physical, mental and intellectual wellbeing. The dance education in schools may be proposed through the didactic laboratory, it represents a time and a space where you want to harmonize the child’s personality through the integration of thoughts, feelings, emotions, motor skills and physicality.