Formación del profesorado de danza en Paraguaypropuesta de un modelo educativo basado en teorías cognitivo-constructivistas

  1. Lydia Marcela Espínola Torres
Supervised by:
  1. Javier Marín López Director
  2. Norberto Vilchez Fernández Director

Defence university: Universidad Internacional Iberoamericana (UNINI, México)

Year of defence: 2020

Type: Thesis


This thesis carries out a study of the current situation of dance in Paraguay and of the training program for dance teachers to conclude with the proposal of an educational model based on cognitive-constructivist theories. Dance education in Paraguay is unified, structured and regulated through a unique educational program at the national level. This allows private dance academies to grant an official professional degree with the endorsement of the Ministry of Education and Sciences, through the General Directorate of Art Education. The study program accompanies the formal education and the evolution of students from 7 to 18 years old, at the end of which they attain the degree of Senior Professor of Dance. In the present work, a bibliographic review was used on topics inherent to it, such as the socio-critical paradigm, action research, dance in a scientific context, art research, art education, curriculum and educational models in order to support the proposal to be presented. With the intention of delve further into the current dance scenario in Paraguay, an action research was carried out within the socio-critical paradigm, applying the technique of data collection, the review of documents, interviews, surveys and observations. As a result of this research, the passage of time and the changes made in the dance system, among other factors, made this formal structure go into a crisis. To alleviate this situation, the proposal of an educational model based on cognitive-constructivist theories is presented in order to improve the formal education of dance teachers and maintain the structure that guides that process.