Um caminho para a dança na Educação Física escolar: dinâmicas pautadas nos pilares básicos da Educação/UNESCO

• Ano de defesa: 2015
• Autor(a) principal: FRANCO, Liliane Isabel Aparecida
• Orientador(a): CARBINATTO, Michele Viviene
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Triângulo Mineiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação Física
• Departamento: Instituto de Ciências da Saúde - ICS::Curso de Graduação em Educação Física
• País: Brasil
• Palavras-chave em Português: Dança; Escola; Pilares básicos da UNESCO; Elementos da dança
• Palavras-chave em Inglês: Dance; School; UNESCO basic pillars; Elements of dance
• Área do conhecimento CNPq: Educação Física
• Link de acesso: http://bdtd.uftm.edu.br/handle/tede/338

The objective of this study was to create classroom dynamics for dance in physical education in elementary school guided by four basic pillars of education proposed by UNESCO, and the elements of dance to the school environment. For this, 17 effective teachers of Physical Education of elementary school of the city of Uberaba, Minas Gerais, through a participatory research with qualitative approach, were questioned about the dance performance in the discipline. We investigated the facilities, difficulties, interests and discussions on the subject. The data have been analyzed and were the basis for the development of a manual containing dynamics of dance to be applied in schools. This guide was discussed enabling that new proposals of dynamics were created. These dynamics were tested in classes of elementary school, which allowed to contribute teachers with new variations and better implementation of dynamic strategies. Finally, we conducted a last meeting with the teachers in which the pedagogical return were shared and reorganized dynamics. As a result, were created and restructured 6 dynamic to work with elements of dance, and one for dance, itself, in which we have prepared a choreography. The return of the entire work was positive, as the teachers said that, after the search, began to perceive the dance as a process in which the student is the protagonist and not just as a final product, in which repeated movements to compose a choreography, they also reported an intense participation of students in class. Continuous dialogue between the acting subjects in physical education, the theoretical proposals of education and the dance in school allowed the dynamics were built as close to the school reality that can be applied in favor of the dynamics of content that the area of physical education defends.