Engager les corporéités dans l'enseignement-apprentissage des langues-cultures

Authors

DOI:

https://doi.org/10.26034/vd.jrea.2024.6117

Keywords:

artistic enactive pedagogy, sensory experience, pedagogical relationships, professional gestures

Abstract

Following on from work rooted in Varela's enaction paradigm (1993), based on an enactive, embodied approach to languages (Aden, 2008, Aden and Eschenauer, 2014), this article analyses the transformation process of a researcher-practitioner into an artist-pedagogue. How does her practice in both art and language teaching lead to the emergence of an arts-based pedagogy that emphasises sensory experience, the teacher-student relationship and the embodiment of language-cultures? The study offers food for thought on the (trans)formation of professional teaching gestures through contemporary dance and sensory theatre, as well as a methodological model for the application of phenomenological research in education.

Author Biography

Ana Castelo Garrido, INSPE de Créteil

Associate Professor in Language Sciences, language didactics at the INSPE of Créteil, UPEC, Université Paris Est. An associate researcher of the Collectif de Recherche en Enseignement des Arts (CRÉAgir), her research focuses on a transformation of the researcher-practitioner into an artist-pedadogue. She is interested in research-creation and participatory research in collaboration with the artistic, educational and cultural communities.

Downloads

Published

2024-11-12

Issue

No. 4 (2024): The place of the body in education of art creation: Challenges and questions

Section

Research articles

Categories

License

Copyright (c) 2024 Ana Castelo Garrido

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The CC-BY licence authorises the sharing and adaptation of the document provided that the work is credited, a link to the licence is included and it is indicated whether any modifications have been made.