Dance at the Víctor Jara School: an analysis situated from Popular Education, critical interculturality and dance studies

Abstract

This article presents a decolonial theoretical situated analysis in the particular experience of Taller Danza Grandes of the Escuela Víctor Jara, based on the relation between this practice and the conceptual triad of popular education, critical interculturality and dances. This proposal is raised to offer a view that can issue perspectives and materials further beyond the hegemonic conceptions of the praxis of education and dance in intercultural contexts. This exercise is carried out with the aim of analyzing the interaction between the practice of the Taller Danza Grandes  and the proposed conceptual triad, approaching it from the methodology of participatory action research to visualize both effective links, tensions and tasks yet to be fulfilled. With this, we intend to insumate current and future exercises of critical pedagogy in dances that develop in contexts of Latin American migratory reality.