Interrelações entre o balé clássico e a educação somática: uma análise dos trabalhos de conclusão de curso nas graduações em dança do sudeste brasileiro

Abstract

This study consists of a bibliographical mapping that investigates the interrelationships between the teaching of Classical Ballet and Somatic Education approaches within academic production in undergraduate Dance programs in Southeastern Brazil, from 2015 to 2025. The objective was to analyze the scientific production of Course Completion Works (TCCs) in undergraduate Dance programs at public institutions in the Southeastern region that relate Classical Ballet to Somatic Education. The methodology was based on a mixed approach involving mapping and document analysis, comprising an analytical corpus of ten capstone projects (from both teaching-degree and bachelor's programs) defended at public universities (UFMG, UFU, UNICAMP, UFRJ, UFV). The results indicate that interest in the topic began in undergraduate studies in 2015 and gradually expanded from 2021 onward. The central discussions identified in these projects focus on addressing pedagogical trauma, physical exhaustion, and the deconstruction of the Eurocentric ideal body associated with traditional ballet teaching methods. The study concludes that Somatic Education serves as a resource for understanding movement biomechanics, preventing injury risks, and reflecting on the impact of pedagogical practices on ballet teaching and learning. A lack of research applied to certain specific contexts and populations is identified as a gap in the field.