PRÁCTICAS DE ENSEÑANZA EMERGENTES EN LA FORMACIÓN DANCÍSTICA PROFESIONAL EN MÉXICO DURANTE LA PANDEMIA POR COVID 19

Abstract

In this work I reflect on the ways in which three dance teachers from two professional dance schools in Mexico City and one in the City of Mérida, faced pedagogical continuity and generated new teaching practices in the face of the health emergency and
confinement that demanded the pandemic by C OVID 19. I use the interview to collect the narratives about their experiences during this period. I inquire about the transformations in dance teaching practices and their consequences on training, around three axes: the first one linked to the modifications and affectations in the educational times and spaces; the second one, to the contents, the selection and emphasis that allowed pedagogical continuity; and the third one, to the technologies, to the ways in which teachers and students related to them, to the possibilities and limitations they have generated, but also the benefits and innovations in teaching methodologies and educational interactions. The pandemic disrupted teaching practices, but also made possible the emergence of a pedagogy of exception (RIVAS, 2020), from which teachers built educational proposals that allowed students to learn and continue dancing.