La expresión corporal como herramienta para visibilizar injusticias y desigualdades: percepciones del profesorado en formación

Abstract

Pre-service teachers’ awareness towards social injustice should be promoted transversally in all areas, including Body Expression. The contents related to social justice provide the opportunity to connect learning with the closest social community. Thus, students are enabled to be conscious of the injustices that dominate their everyday life. This paper presents a pedagogical experience joining project-based learning, critical pedagogy and Body Expression, in which pre-service teachers had to design projects tackling social justice. We analyzed the experiences of university students (n=48) of the Degree in Early Childhood Education. We gathered information through the portfolios they completed for the subject in order to understand their views regarding the use of Body Expression as a means to wrestle social injustices. The findings show that the participants consider that the experience allowed them to promote empathy and improve socio-affective relationships. In addition, according to their opinion, they can contribute to social transformation in issues related to poverty, social exclusion or environmental improvement. We may conclude that the pre-service teachers view Body Expression related to social justice as a great opportunity to include critical and conscious dialogue in teacher education.