01. WELCOME
Guía y material pedagógico para Centros Escolares
With this production, the DA.TE Danza Company aims toreflect on the problems and different experiences surrounding human rights, migratory flows and cultural diversity . Approached through dance and with a very clear narrative, the careful staging (which highlights an exciting choreography, interpretation, musical composition and enveloping lighting designs) that manage to create universes throughout the different scenes and situations through which our story takes place.
At the end of the play, all attendees are invited to participate in a debate and colloquium, expressing total freedom to express themselves.
The objective of this didactic guide is to develop in the attendees important aspects such as the appreciation of dance as a performing art and the investigation and deepening of human rights.

Introduction prior to attendance as a spectator...
Let's take the choice of going to see "No Man's Land" as a project to be developed in the classroom, the first thing, as in everything we project in life, is the preparation of ourselves to become spectators.
Enjoying this scenic journey implies approaching the artistic proposal from the classroom. In the classroom we will make preparations to stimulate everyone's desire to discover this exciting story.
It is really important that the spectators know about the show they are going to see, the information about the company that performs it, the author or authors, the title, the theme it deals with... All this will help us to excite our curiosity as spectators and to predispose us to listen to the theater. The quality of the perception of the play depends, to a great extent, on the interest of the audience to enjoy the play.
Previous recommendations
¡Presta atención! ¡Estas recomendaciones te sirven para asistir a ver «En Tierra de Nadie» como cualquier otro espectáculo!
- Before you go, be well informed about the content of the show.
- Be on time and sit in your seat early.
- Take care of and respect the facilities, seats, etc.
- Once the show has started, it is not possible to leave the seat.
- Sneezing, coughing and other noises disturb the performers and the rest of the audience. Try to control them!
- Turn off your cell phone and do not use it during the performance.
- No food may be eaten during the performance
- If you don't like the work, please don't bother the rest of your colleagues. They may be interested.
- Theater is not cinema, its magic is that no two performances will ever be the same, enjoy it!
- If you enjoyed the show, the applause at the end will be the best reward for the performers.

It's time for....
GET TO KNOW THE COMPANY!
Brief information about the company
DA.TE Danza was born in Granada (Andalusia) in 1999, during our almost 25 years of experience we have created and produced contemporary dance, dance-theater and theater with objects for children and young audiences, from early childhood to adolescence.
Since its beginnings DA.TE Danza has been committed to a work where the message takes precedence over aesthetics. By this we mean that we create and produce shows committed to today's society, showing children and young people a story to reflect on. In this way, we accompany the spectator under a dramaturgy and we transfer to them committed stories, which until now had not been told to children.
From DA.TE Danza we have put all five senses when creating "En Tierra de Nadie". Two and a half years of research and work since we were captivated by its story until the day of the premiere.

Si deseas conocer nuestra compañía con más profundidad te recomendamos visitar nuestra sección web.
02. HUMAN RIGHTS
La Declaración Universal de los Derechos Humanos (DUDH)

The Universal Declaration of Human Rights (UDHR) was proclaimed by the United Nations General Assembly in Paris in 1948, after the tremendous impact of World War II. It is composed of 30 articles that constitute the frame of reference to which laws and political action in all countries should conform.
Despite the fact that States and the international community must guarantee the protection of these universal rights, in many parts of the world they are violated every day; in the street, in homes, in prisons, in refugee camps, in factories or on the Internet, among others.
The most notorious expression of this achievement is Article 1: "all human beings are born free and equal in dignity and rights". The fundamental characteristics of human rights are:
- Universal: everyone, everywhere in the world, has the same rights.
- Inalienable: human rights are inherent to human dignity and therefore cannot be renounced nor can anyone usurp them.
- Indivisible, independent and interrelated: all rights, whether civil, political, social, economic, cultural or collective, are equally important and necessary for human dignity and life and no hierarchy of importance can be established among them.
¡Los derechos de las personas migrantes también son derechos humanos!
- Everyone has the right to freedom of movement and residence within the territory of a State. Everyone has the right to leave any country, including his own, and to return to his country.
- In case of persecution, everyone has the right to seek and to enjoy in any country asylum.
- Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing, medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control.
¡Amplía tus conocimientos!
03. MIGRATORY FLOWS
Migración y la gestión de los flujos migratorios

The history of migration is the history of everyone. Throughout the ages, people have moved in search of improving their personal and/or family situation from their territory of origin to another where opportunities are perceived to exist, changing residence and remaining temporarily or permanently in the receiving country. The causes of migration are multiple: economic, developmental, political (exiles), socio-cultural (religion, language, customs), family (family reunification), war and conflicts, environmental (natural catastrophes), etc.
Tipos de migración
- According toorigin or destination: Emigration: when an individual or group leaves its place of origin. Immigration: when an individual or collective enters and settles in a new territory.
- According to its geographical scale: Internal migration is a type of human migration that is much less controlled than external migration, since the citizens of a country have, in most cases, the right to reside in any province or city of the territory. External or international migration is always subject to a double legislation imposed by the country of origin and the country of destination.
- According to its geographical scale: Internal migration is a type of human migration that is much less controlled than external migration, since the citizens of a country have, in most cases, the right to reside in any province or city of the territory. External or international migration is always subject to a double legislation imposed by the country of origin and the country of destination.
Forma de entrada.
- Regular: The movement of persons that occurs within the legality established by the country of origin, transit and destination.
- Irregular: This type of migration occurs outside the laws, regulations or international agreements governing entry into or departure from the country of origin.
Causas de migración
- Economic crisis, poverty or famine. When living conditions in a country or region deteriorate beyond what is bearable, it is common for human populations to begin to migrate, seeking opportunities elsewhere.
- Wars and armed conflicts. Violence often makes cities and countries uninhabitable, forcing their inhabitants to leave for peaceful or non-conflict areas.
- Exile and persecution. Political regime changes often lead to radical changes in the rules of the game of society, and in such cases some individuals or groups are forced to leave their homes and lives, expelled from the country, or flee for their lives.
- Natural disasters. Cataclysms, climatic disasters, major industrial or energy accidents, and a large etcetera of accidents that make life difficult in the place of origin.
La inmigración en España; Desmontando mitos
- "Young migrants come to commit crime."
Falso. No hay estudios que avalen esta relación entre la inmigración y la delincuencia. Sin embargo, se ha convertido en uno de los bulos más extendidos sobre la población joven, migrante y extutelada, como Abdeslam Rfissa. «Ningún chico deja su país y viene aquí para delinquir», responde. Precisamente, lo que revelan los datos de fuentes oficiales como el Instituto Nacional de Estadística (INE) es que el 73% de los delitos es cometido en España es perpetrado por personas españolas y que, en el caso de personas extranjeras, las que más delitos acumulan son de origen europeos.
- "They don't want to work."
False. Access to a job is one of the main concerns of migrant youth in exile and, in fact, it is also one of the main motivations for undertaking the migration process. Lack of opportunities, obstacles with documentation, precarious conditions, no contract, no rights, no guarantee.
- "They are sexist and commit sex crimes."
False. Despite the widespread discourse linking immigration and male and sexual violence, data from agencies such as the INE or the Instituto de la Mujer (Women's Institute) refute this. In 2022, a total of 622 sexual crimes were committed, 81% of which were committed by people born in Spain and 19% by foreigners. This is a prejudice that, in addition to being uncertain, causes great harm to the group.
- "They come because of the call effect and do-gooder policies."
False. There is a misconception that migrant youths who have been exterminated come to Spain as a result of a 'call effect' due to 'good policies'. We observe that what really exists is an 'exit effect': it is the reality of the countries of origin themselves that pushes them to migrate at a very early age.
¡Amplía tus conocimientos!
04. Cultural Diversity. STOP Racism
Diversidad Cultural

The concept of cultural diversity as we know it today corresponds to the harmonious coexistence and interaction between various cultures that coincide in the same place and time. Cultural diversity in our societies is a reality; therefore, the way we decide to manage it will be decisive for present and future coexistence.
We have a series of cultural schemes through which we order and direct our lives. Culture is a characteristic of all societies; all peoples or groups have their own. A culture is defined by its instruments, institutions, ethical-symbolic elements and a fourth element which is the historical one. It should also be noted that culture is not something static, concrete and finished, and therefore, it is shaped throughout life and varies and evolves with the passage of time.
Faced with this reality, it is necessary to transform our structures to incorporate diversity in order to prevent these processes from materializing in the form of prejudices and stereotypes, which end up transforming into exclusion and rejection of those who are "different".
Thus, the main objective is a change of attitude, the elimination of stereotypes and the promotion of interaction and dialogue based on equity. Each person or group has the right to be, to express and to feel in their own and different way, without this fact diminishing their right to be treated on equal terms with the dominant majority. Differences shall be recognized and the necessary measures shall be taken so that they do not turn into disadvantages.
La identidad
- It is the set of traits of a person or a group that characterize him or her in relation to others. A person's awareness of being him/herself and different from others. Identity is something that a person or group has to give itself, it is a self-identification. Identities fixed from the outside are often elaborated on the basis of stereotypes and prejudices.
Etnocentrismo
- It implies judging another culture from an external perspective and from one's own network of concepts and beliefs. This creates a perspective according to which all societies are placed on a scale in which Western societies, known to be "civilized, developed, modernized", occupy the highest rung, and traditional societies the lowest, waiting to "evolve", especially in an economic sense.
¿Es España un país racista?
Hate speech, xenophobia and racism are difficult to quantify. Few people self-identify as racist and say so openly. Also, victims often do not report these bad experiences to the authorities. Racism is a very difficult attitude to measure. Mainly because many people, almost the entire population, assume that it is wrong. They have assimilated the institutional rejection of racist attitudes, so they do not express themselves too freely.
However, a survey conducted by IESA (Instituto de Investigación en Ciencias Sociales) in autumn 2020 on antipathy towards immigrants and other groups in society revealed that at least 20 percent of the Spanish population harbors antipathy towards immigrants. And there could be more. It is not a low value, it is a fifth of the population, but it is not the majority.
In Spain, practically one out of every 10 people has a nationality other than Spanish, according to the National Statistics Institute (INE).according to data from the National Statistics Institute (INE). We coexist with the immigrant community and share public and private spaces every day. But, despite an apparent normality, do we sincerely believe that our society is tolerant and inclusive?
The study Profiles of Discrimination in Spain of the CIS indicates that 49.1% of foreigners say that they have been victims of discrimination in their lifetime. In the survey Attitudes towards immigration of the CIS we find that 62% of the people questioned considered the number of immigrants in Spain at present to be high or excessive. Likewise, 29.6% considered, in general terms, immigration to be negative or very negative.
Last year, Red Acoge detected 125 cases of discrimination and/or hate crimes. In addition, 90% of the victims of discrimination do not report the facts because they believe that nothing would change.
Being called "morenito" for being black, being a "panchito" or a "sudaca" for having Latin American origins, being asked for your papers by the police because of your Arab features, or being questioned if you are a lawyer because you are of gypsy ethnicity are, among others, some examples of situations that are very familiar to people who endure discrimination as part of their daily lives. These are the so-called micro-racism, prejudices and stereotypes that we continue to use on a daily basis against people of another origin, ethnicity or religion. These, which we sometimes use, in the form of jokes or jokes, although apparently seemingly harmless, can be the first step towards an act of discrimination. And each and every one of us should contribute to eradicating them. Let's start by examining our conscience and analyzing our own attitude.
Adéntatre inside...
OF THE SHOW
El proceso de investigación del espectáculo «En Tierra de Nadie» se basó en la intervención con adolescentes (con diversas realidades socioeconómicas) y con personas migrantes en riesgo de exclusión social.
One of the premises of this research process for the creation of the dramaturgy of the show was to narrate and tell real stories, denouncing the continued non-compliance with the Universal Declaration of Human Rights, and to recover the theaters and the street as spaces of vindication.
Intervención con adolescentes del I.E.S Alhambra de Granada.
1 weekly session was held with groups of adolescents in the educational stages of 4th ESO, 1st and 2nd Baccalaureate and the inclusion of the Aula TEA, from November 2021 to June 2022. The work dynamics were based on individual and collective reflection with dance as a connecting vehicle, with the aim of learning about the realities of the migrant population, refugees or inequalities in the world.
This process resulted in a short performance that was staged at the school for the entire educational community.
Intervención con personas migrantes y refugiadas.
Fundación ProVivienda was the first partner association, an institutionalized assistance association for migrants, where we were provided with informative sessions given by a professional team covering the legal status of people migrating to our country, as well as reception actions. Omar Meza developed workshops with users who were mostly people from the Middle East, Africa and Latin America.
In some cases, they did not speak the language and there were also social barriers due to the culture of origin. The age range included a wide intergenerational spectrum, from children to the elderly. One of the biggest challenges we encountered in these workshops was the lack of continuity of the users from one workshop to the next, making it very difficult to make more or less progressive progress in the intervention.
After this experience, we made contact with the Solidarity School Foundation, an association located in the Sierra Elvira region (Granada), barely 20 kilometers from the city center. Its form of organization differs from the previous one, since its nature responds to a project with a more familiar sense. Its facilities or home are made up of a complex of very modest homes, where they also house various self-services such as a nursery, playroom, dining rooms or classrooms for teaching. In addition, they develop various projects and occupations for their users, mostly nationals and foreigners, of different ages and conditions. One of the things that impressed us the most was the heterogeneity of people in decent but modest conditions.
We went to them because we knew that there was a stilt walkers group within the Foundation that performed at events and activities. There we met Dora Fanelli and Ignacio Pereda (Directors of the Center) and Franccesca Massetti and Pablo Bouraschi (Volunteers and coordinators of the stilt walkers group).
In a period of a month and a half, we conducted 5 sessions with young people between 17 and 32 years old, of Moroccan origin. During these sessions we carried out dynamics and exercises of reflection and debate, body expression, psychomotor skills and easy dance exercises. There, we met Abdelmoutaleb S., Aissam E. A., Ismail T., Mohammad G., Reda E. J. and Zouhir C.
During those months prior to the production of "En Tierra de Nadie", the idea of incorporating 2 migrants and people without dance experience to the cast of the production arose, with the intention of creating an inclusive show that would integrate people with and without dance experience/training. Finally, after the realization of the sessions, we selected 2 members to participate in the production "En Tierra de Nadie", which would begin rehearsals in August and would conclude with its premiere in October at the Alhambra Theater in Granada, within the Performing Arts Program for Social Transformation in Andalusia, promoted by the Andalusian Agency of Cultural Institutions (AAICC) of the Ministry of Culture and Historical Heritage of the Andalusian Government.
Their incorporation into the artistic cast would be done under the same conditions as those of a professional person: temporary contract, social security registration, same economic conditions, etc. This also became a challenge, since one of the two selected did not yet have their residence and work permits in force. It was at the beginning of the production rehearsals in August when we realized the magnitude of the challenge we were facing.
Empezaron a aparecer las primeras debilidades del proyecto; nuestra «buena voluntad» y en parte cierta «inconsciencia» eran motivos suficientes para intentar abarcar unas competencias para las cuales no teníamos recursos económicos, conocimientos ni acompañamiento profesional. Durante este proceso, que finalmente no fue acabado por parte de los dos seleccionados, descubrimos y detectamos que, a pesar de nuestros conocimientos en la aplicación del arte y de las artes escénicas en procesos de transformación, existen diferentes niveles de aplicación y también diferentes grados de intervención. Es decir, no es lo mismo el trabajo con personas que ya están establecidas y asentadas en un espacio social, que con personas que aún no han podido hacerlo y que viven en una emergencia personal constante. Mientras que una parte del equipo tenía asimiladas la puntualidad, el compromiso y la responsabilidad (venidas desde una perspectiva social ya asentada), estos usuarios aún tenían carencias en herramientas, costumbres y habilidades en esta sociedad de la que pretendían formar parte.
Therefore, from a self-critical exercise in our organization, we cannot say that the inclusion process failed, but rather that we were not able to make all the necessary means available for this inclusion, given that the performing arts and artistic creation already lack economic and technical means.
Even so, the participation of these two young people in the production during the first two weeks of choreographic creation must be highlighted, since thanks to their stories and testimonies of how they arrived in Spain, how they were received and what they found on their arrival, they gave rise to different scenes and choreographic movements that have been captured in the show for posterity.
At that time of relief, and with two weeks of the creation process advanced, we contacted the Granada Acoge Association, where we met Aziza, social educator in the area of the association's outpatients, who provided us with a list of young people who could fit into the project. After some interviews and dynamics carried out with the company, we incorporated Ibrahima Bangoura, a young man of 18 years of Guinean origin, with a residence and work permit. His incorporation was immediate and his predisposition to creative work was a discovery and an inspiration for the rest of the colleagues. His inclusion in the group was a success, partly because certain basic needs were already covered thanks to his host organization, and also because there was a deep work on the part of social educators to facilitate his autonomous inclusion in our society.
Ibrahima participated in the creative process of the show and traveled with the Company to Sabadell (Catalonia), where he carried out a 14-day artistic residency at LaSala Centro de Artes para las Familias de Sabadell. This residency culminated with the realization of 5 performances for school audiences, where Ibrahima was the protagonist and example for these children and young people, who reflected on the content of the show and were able to engage in a direct dialogue with him, a person of migrant origin in the process of inclusion in our society.
After the premiere of the show at the Alhambra Theater on October 14, 2022 and with the possibility of performing in March 2023, Ibrahima decided not to continue with the Company due to a minor injury and with the motivation to continue training in a training cycle that he was already studying previously, for later inclusion in the professional market. Despite all the inconveniences at the beginning of the project, we can say that the objective of inclusion was completed, showing the children, young people and adult spectators of the show that people, if given the opportunity, can have a full and complete life similar to the rest, regardless of their place of origin. In addition, for our professional team of the Company, it was also a continuous learning experience to work with a person in different conditions than the rest of the participants.
It is worth mentioning that the show "En Tierra de Nadie" has obtained the finalist nomination in the LORCA 2023 Awards (organized by the Academy of Performing Arts of Andalusia) in the categories of Family Show and Female Performer of Contemporary Dance. It has also been part of programs such as the Andalusian Performing Arts Fair held in Palma del Río, the Conference on Inclusion and Migration of the University of Jaén, the International Festival of Music and Performing Arts FIMAE of Linares, and will soon participate in the ASSITEJ Circuit, a national circuit of Performing Arts for Children and Youth.
We get...
ON THE MOVE?
ACTIVITY: A MIGRANT'S JOURNEY
Actividad: El viaje de una persona migrante.
Resumen:
Gymkana to do with a large group of people. It consists of different tests or stations through which each of the groups will have to pass. They will always carry a passport that will be stamped if they pass the test. At the end of the route, they will be told that the gymkhana represents the possible journey of a migrant person and that depending on the number of stamps obtained they have reached one destination or another (receiving country, CIE, the border...). It is important to dedicate a final time to reflection.
Duración
- Maximum duration of 2 hours.
- Presentation and group organization (30 minutes)
- Gymkana (1 hour: 5 min. tests and transfers)
- Reflection (30 minutes)
Participantes
From 20 to 60 people
Materiales y espacios
- One large space (assembly hall/gymnasium) and 2-3 smaller spaces (classrooms or differentiated open spaces).
- Recycled materials to build: cartons, boxes, tape, scissors.
- Face painting
- Passport" document and stamps.
- Instruction sheet.
- Additional materials specified in each test
Explanation of the activity and creation of groups.
Use the dynamic of numbering so that the groups are formed in an equitable manner. Number the participants according to the number of groups we want to form (we recommend no more than 8 people). Two people from each group will stay in the hall/gymnasium representing the family of the migrants who stay in the country of origin. The rest of the group represents the people making a possible migratory journey.
- Important: the students are informed that they are going to have to go on a journey that includes a series of challenges. They are not informed at any time that they represent migrants.
Each group will be given:
- A document symbolizing a passport that will be stamped if they pass each of the tests.
- An instruction sheet with the tests to be performed
1st Test: Looking for the exit.
- Represents: The Journey
- Space and materials: a dimly lit classroom in which objects that hinder movement as well as ropes or fabrics hanging from the ceiling will be installed. Sound equipment with recording of stressful sounds (screams, barking, police sirens). Blindfolds (one per student).
- Development: Before entering the classroom, it is explained to them that they will be blindfolded and will be introduced in a space where they have to find the exit.In addition, when a siren sounds it will be the signal that their time is running out and they have to leave as soon as possible. Only if they all manage to find the exit they will get the stamp on their visa.
2nd Test: La Valla.
- Represents: The fence of a border.
- Development: In a space with columns, poles, goals, etc. They will have to build a fence as thick as possible using balls of wool as wire in less than 5 minutes.
- Development: It is explained to the students that in order to get their stamp, at least 5 people in the group must cross the fence in 3 minutes.
3rd Test: Meet your needs
- Represents: The search for the satisfaction of basic needs + remittances sent to households of origin.
- Space and materials: poster boards with basic needs written on them (e.g., eating, laughing, caring, dreaming, discussing, reading). Objects: water bottle, match, toilet paper, family photograph, sanitary napkin or tampon, music CD, letter from a loved one, piece of bread, string.
- Development: First you will have to rank the basic needs described above by level of importance. Then they will have to select three of the objectives that we present to them. The premise will be that they have to think about the needs and objects that may be needed by their classmates who have stayed in the assembly hall / gymnasium.
- Delivery of objects: Take and deliver the basic needs objects chosen in the previous test to the classmates in the auditorium/gymnasium.
End of activity and reflections
The two people from each group who had stayed in the auditorium representing the part of the migrant's family remaining in the country of origin experienced the repercussions of the challenges of their group mates.
At the beginning of the gymkhana they are given the basic structure of a house. Depending on whether or not their companions have passed the challenges, parts of that house are taken away or new objects are offered to them for completion. The other part of the group, after completing the tour and going through the challenges, will come to the assembly hall again with their visa document. A group photo will be taken.
At this point it is revealed that the document they have is a visa, that the challenges they have been doing represent the journey of a migrant person and that depending on the stamps obtained we are going to show them where they have managed to get to.
- Places of destination: You will be shown a short video or photo of each place.
- Desired destination country go to
- CIE
- Refugee camp
- Sea
- Your journey continues (intermediate country)
The focus will then shift to the students who have been left in the hall holding their housing to highlight the interdependence between the two and the care tasks that are uncovered when people migrate.
Spend 30 minutes reflecting on the following questions.
- What do you think each test represented? go to
- How did you feel about each one?
- How do you imagine the journey of migrants?
- Have you ever talked to a migrant person to find out how they arrived in their country of destination?
- What happens in the homes of migrants?
- Who is responsible for sustaining life in them and how do they do it?









