Batalha: uma caminhada de transformação, autoconhecimento e (re) encontro com a Dança

Abstract

The relationship between the body and learning spaces is a topic that prompts multiple reflections and investigations. This study arises from the need to understand how the educational environment, particularly the dance course offered by the Federal Institute of Goiás, Aparecida de Goiânia campus, influences and shapes students' perceptions of themselves and their bodies in motion. The body, as a subject of study and an instrument of artistic expression, interacts in a complex and dynamic way with its surrounding environment. In the context of IFG's Aparecida de Goiânia campus, the dance course provides a space where these interactions are intensely explored. It is essential to question how this academic space contributes to the formation of students' bodily identities and how it influences their self-perception of their bodies, which are in constant development. The aim of this work is to analyze this interpersonal relationship between my body and the dance course at the Federal Institute of Goiás, exploring how dance not only shaped my trajectory but also reconnected me with my essence. Throughout my training at IFG, various experiences were fundamental to the construction of this study, presented as a final course project in the form of an article/memoir accompanied by a choreographic composition. The text aims to describe the processes that shaped my perception and knowledge of my own body, as well as helped me in the empowerment process facing racial issues. The techniques acquired in practical and theoretical classes refined my bodily perception and my relationship with movement. The memoir also seeks to report the challenges, exchanges with classmates, and interactions with teachers, which were crucial in my development. The diversity of styles and approaches in the disciplines and workshops offered in the course fostered a more integrated and sensitive view of my own body and personal history, broadening my possible professional contexts.