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In this paper we introduce the methodological approach followed in the research project ESDmap, being carried out at the Lisbon School of Dance/Escola Superior de Dança of the IPL-Polytechnic of Lisbon. This project, aiming to highlight the School's connection to its historical journey and material memory, focuses on the educational heritage of the School and on the school objects that constitute it, to identify in the history of the institution the contexts in which these artifacts were used between 1983 and 2016, to problematize, in a pioneering analysis on higher education, its relation to the teaching of dance practices, and, in addition, by exploring the artistic dimension, to assign, through the choreographic creation, another performativity and a new present to these school objects. To achieve this end, the project was unfolded into three main research axes, respecting the first one to the history of the institution and aiming to reconstitute, through archival and documentary research procedures, the history of the Lisbon School of Dance/Escola Superior de Dança between 1983 - the School's foundation date - and 2016. The second research axis focuses on the educational heritage/school objects, aiming to locate and select tools, teaching materials and other objects used by teachers and/or students of the School for the purposes of teaching and learning dance practices and which involved, among other tasks, the creation of a registration and information database, using procedures adapted from the standards that have been applied in the inventory of the movable heritage of Portuguese schools. In the current stage of the research, a first set of school objects that have been used between 1983 and 2016 in the curricular units of Vocabulary Analysis, Anatomophysiology, Repertory Studies, Production, Music and Rhythm, and Movement Analysis and Notation, was collected, classified, photographed and/or digitized. This collection of school objects includes manuals, models, diagrams, costumes, representations of the skeletal system, VHS tapes, photographs, musical instruments, and composition exercises and their graphic records. Finally, the third axis focuses on the relation of school objects to the teaching of dance practices. For this purpose, selection criteria were defined to identify key informants (current and/or former teachers and students) that could provide extended information on the use of the school objects that have been collected. In-depth interviews were conducted. These interviews, rather than follow a set of pre-determined questions, took on the form of a series of conversations. In conducting and analyzing the interviews we used methods of oral history and discourse analysis. Placing emphasis on the significance of temporal context and memory we set out to explore how school objects can be used to bring the past into the present and thus generate new insights into teachers' practices. We establish, therefore, the convergence with the current policies that value education and cultural heritage, using a descriptive, interpretive, and discovery-focused methodological approach. In the International Multidisciplinary Congress - Web of Knowledge we will provide an overview of this approach, reflecting upon its strengths and the key challenges experienced by the research team. Projeto financiado no âmbito da 2ª edição do Concurso de Projetos de Investigação, Desenvolvimento, Inovação e Criação Artística (IDI&CA), do Instituto Politécnico de Lisboa. Não publicado |
