مؤسسة الشرق الأوسط للنشر العلمي
عادةً ما يتم الرد في غضون خمس دقائق
In the Lebanese context, the body remains a site of tension between social norms, religious inheritances, and aspirations for emancipation. Within the school environment, it is often reduced to an instrument of discipline, marginalizing forms of creative bodily expression. This article explores the possibility of integrating creative contemporary dance into Lebanese schools as an aesthetic, pedagogical, and political dispositif. Drawing on theories of corporeality (Merleau-Ponty, Laban, Foucault) and arts education (Dewey, Freire), the study analyzes how dance can transform the relationship to knowledge, restore the body’s cognitive dimension, and establish a pedagogy grounded in sensibility. It highlights the civic and critical value of the dancing gesture as a space for dialogue between tradition and modernity, individual and collective, freedom and education. By repositioning the body at the center of the educational process, creative contemporary dance emerges as a lever for symbolic and cultural reconstruction in Lebanon.