Dance of being. Pedagogical matrix of becoming different

Abstract

Educating for citizenship in a contemporary sense, means substantiate a pedagogical quality of 'presence' that is a condition for preparing to exist in a 'dancing' form and prepare for the 'openness' and 'plasticity' necessary for the process of living, reframing the concept of identity as crossing and incorporating difference. This crossing is also proposed here as a pedagogical figure to be recovered in order to structure a project related to the educational spaces and professions of a community and its territory that recovers dance practice as a matrix of educational action. This crossing is also proposed here as a pedagogical figure to be recovered in order to structure a project related to the educational spaces and professions of a community and its territory that recovers dance practice as a matrix of educational action. Reflecting and working on these goals means rethinking cities as permanently active educational spaces on their own pedagogical quality and legitimizing plasticity as a paradigm and strategy of caring for Care. Forming and educating themself to difference is identified as a 'corpus' (Nancy, 2014) of an approach that resonates (Rosa, 2020) with what is then traced by the explicit assumptions, typical of an intercultural, gender and special pedagogy. In terms of the pedagogical quality 'embedded' in the practice of the dancer, the paper proposes a reflection to rethink the human relationship in terms of a global re-evaluation of the emotional space of the body, as a unique and for each one different place of communication with the world, and as a 'way' to give space to each body/person in its singular-plural being (Nancy, 2001) and un-complete (Veca, 2011)