Pedagogía y currículo en artes, transversalidad y especificidades: Sistema nervioso, docencia y aprendizaje

Abstract

This is a research proposal on pedagogical practices influenced by the knowledge on trauma (Peter Levine) and Polivagal Theory (Stephen Porges), framed in the context of the training offered by the UArtes (Arts, University) Escuela de Artes Escénicas (School of Performing Arts). The Polyvagal Theory has found that human beings are not capable of defending themselves and bonding at the same time, this implies a responsibility of the teacher to promote good interpersonal bonds, and a safe and adequate learning environment for curiosity, play and the assessment of error as a didactic ally. For the teacher, the good bond with their own body and with their quality of presence generate learning environments that not only consist of the transmission of knowledge, but also constitute a stimulus in the maturation process of the student’s nervous system, generating a sense of purpose that differs from the traumatic past. Some principles of the artistic pedagogical practices of Clown and Contact Improvisation, due to their playful and corporal nature, as well as some innovative strategies for the educational context based on Somatic Experience, favor the strengthening of the resilience of the students by helping in the improving their performance and commitment to themselves.