Dance as Re-existence in the Classroom: Pedagogical Mediation of the Folkloric Fact
DOI:
https://doi.org/10.71112/d9fc3s69Keywords:
re-existence, dance education, folkloric fact, pedagogy, cultural identityAbstract
This article examines the teaching of folk dance in the classroom through the concept of re-existence, understood as a pedagogical process that links lived experience, resignification, and conceptual construction of the folkloric fact. From a critical decolonial perspective, it explores how globalization, coloniality, and cultural homogenization contribute to students’ disconnection from their cultural roots and to the subordination of empirical knowledge in relation to academic knowledge. Methodologically,the paper combines theoretical reflection and qualitative analysis based on interviews, knowledge-exchange workshops, conversations, and academic talks with teachers and tradition bearers, in dialogue with research on the preservation and transmission of folk dance in Cundinamarca. It concludes that dance, beyond choreography, constitutes a pedagogical mediation for identity formation, cultural memory, and historical awareness.
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