Production of space-corporal knowledge in dance teaching

Abstract

This critical review of literature aims to unveil how space-corporal knowledge is being produced in dance teaching today. For this purpose, a review of articles published between 2001 and 2016 in the Web of Science, Scopus and Scielo databases was carried out. Forty articles were reviewed from four categories of analysis associated with the following areas: institutional/curricular, primary and secondary education, higher education, and non-formal education. One of the most important results is that the dominant, binary and asymmetric vision, which proposes the primacy of time and mind over space and body, is effectively prioritized in the dance teaching processes more rooted in a traditional formation. However, in recent years, there has been a greater production of empirical research aimed at a less fragmented approach to the teaching of space-body knowledge.