Curricular change as a battle strategy: teaching dance historiographies instead of dance history

Abstract

This text proposes recommendations for revising the “History of Art,” “History of Dance,” and “History of Dance in Brazil” courses in the undergraduate dance curriculum at the Federal University of Goiás, implemented in 2022. To this end, the revision process considers 20th-century historiographical advancements, the Latin American decolonial perspective, and contemporary dialogue with dance historians. This study employed a multifaceted methodology incorporating bibliographic review, contextualized analysis, and a mixed-method approach for conducting historical content classes that foster historiographical knowledge. The text proposes arguments for rethinking dance history pedagogy, as well as the theoretical-practical proposal to shift course titles from “history” to “historiographies.”