Application of participatory methodologies in the Integrative Component I of the Bachelor's Degree in Dance

Abstract

This article, entitled "Application of Participatory Methodologies in the First Integrative Component of the Bachelor's Degree in Dance," aims to share the experiences gained during the implementation of participatory methodologies in the First Integrative Component of the Dance program. The most relevant objective of this work is to analyze the application of these methodologies to assess their contribution to the development of artistic, pedagogical, and reflective skills in students, promoting the collective construction of knowledge and the strengthening of cultural identity. The study was conducted using a qualitative approach, adopting a hermeneutic phenomenological epistemological perspective, which seeks to discover phenomena through the interpretation and understanding of the experiences lived by the participants. Data collection techniques included observation and focus groups, using observation guides and a focus group questionnaire. Among the main results obtained, it is noteworthy that student participation was fostered, helping them develop valuable skills for their personal and professional future. Furthermore, an effective understanding of the Design Thinking model was achieved, and students became the protagonists of their own learning, contributing creativity and critical thinking to the analysis of artistic contexts. The application of these methodologies improved the classroom learning experience, despite initial confusion and demotivation among some groups. Participatory methodologies significantly contributed to the development of key skills such as critical thinking, problem-solving, and teamwork.