Places of Encounter in Dance, Education and Creation




art education, dance, choreographic process


This text intends to think about contemporary choreographic creation in an educational plane. Thus, in the context of theatrical dance and contemporary choreographic creation practices, it establishes a set of axes of reflection on the methods and processes of choreographic creation. It is an investigation that promotes meeting places, as places that relate artistic and pedagogical practices. Methodologically, the field of investigation, is in the interstices of the artist, teacher, and researcher. Therefore, artistic practice is thought as a cartography of experiences in dialogue with an investigative writing to maintain the life and the immanent movement of these unique processes. Where the teacher-choreographer and the student-interpreter are two crucial figures who share the infinitive form of the verb ‘to create’. Thus, the choreographic work is problematized as a place of dialogue between the agents of creation. Namely, the importance of the body and its indeterminacy on the path of encounter. How the unknown destabilizes the process, giving it a valuable fragility in the field of artistic education and the resistance of choreographic work. The creator-interpreter enshrines the possibility of entering a creative process towards a minor world, in a horizontal and collaborative relational scheme. Creation and education are ways of awakening attention to the unfolding of the body and, consequently, to its autopoietic and self-transforming mechanism proposing a new geographical landscape.


Download data is not yet available.

Author Biography

Ângelo Cid Neto, Escola Superior de Dança, Instituto Politécnico de Lisboa, Portugal

Artist, teacher and researcher in contemporary dance and contemporary choreographic creation and composition. Is a guest associate professor at Escola Superior de Dança of the Polytechnic Institute of Lisbon. Develops an investigation around choreographic creation in educational contexts, initiated in the artistic education doctorate. Works as a creator and performer in multidisciplinary projects articulating writing, improvisation, movement, visual arts and science in his creations. Collaborates with the research centers CIEBA (Faculty of Fine Arts of the University of Lisbon) and CFCUL (Faculty of Sciences of the University of Lisbon).


Beck, C., & Gleyzon, F. (2016). Deleuze and the event(s). Journal for Cultural Research, 20(4), 329-333.

Benjamin, W. (2016). One-way street. (M. W. Jennings, Ed.). The Belknap Press of Harvard University Press.

Carlin, M., & Wallin, J. (2014). Deleuze and Guattari, Politics and Education: For a People-Yet-to-Come. Bloomsbury Publishing.

Deleuze, G. (1990). The logic of sense. Columbia University Press.

Deleuze, G., & Guattari, F. (1986). Kafka: Toward a Minor Literature. University of Minnesota Press.

Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia. University of Minnesota Press.

Deleuze, G., & Guattari, F. (2003). Anti-Edipus - Capitalism and Schizophrenia. University of Minnesota Press.

Deleuze, G., & Parnet, C. (2007). Dialogues II. (revised ed). Columbia University Press.

Fazenda, M. J. (2012). Dança Teatral: Ideias, Experiências, Ações. Edições Colibri.

Jagodzinski, J. (2016). What Is Art Education?: After Deleuze and Guattari. Palgrave Macmillan US.

Louppe, L. (2012). Poética de dança contemporânea. (1a Ed.). Orfeu Negro.

Masny, D. (2013). Cartographies of Becoming in Education: A Deleuze-Guattari Perspective. SensePublishers.

Masschelein, J. (2010). E-ducating the gaze: the idea of a poor pedagogy. Ethics and Education, 5(1), 43-53.

Masschelein, J. (2011). Experimentum Scholae: The World Once More … But Not (Yet) Finished. Studies in Philosophy and Education, 30(5), 529-535.

Masschenlein, J., & Simons, M. (2013). In defence of the school: a public issue. E-ducation, culture & Society Publishers.

Neto, Â. (2021a). Moving in between resistances: an axis-thought on choreographic creation in an educational context. Journal of Science and Technology of the Arts, 13(2), 57-74.

Neto, Â. (2021b). Para uma criação (em) comum: perspetiva socio-construtivista para a criação coreográfica em contextos educativos. Reflexão e Ação, 29(1), 151-168.

Semetsky, I. (2006). Deleuze, Education and Becoming. Sense Publishers.