Educação física na EJA: ensino de danças no contexto da educação popular

Abstract

This dissertation addresses the development of a didactic unit focused on dance and body expressiveness in the Youth and Adult Education (EJA) modality. Motivated by the need to incorporate inclusive and culturally relevant pedagogical practices, the work aims to promote the valorization of diversities present in EJA. The theoretical foundation was crucial in defining consistent and coherent objectives, ensuring alignment with the educational and social principles of EJA. The adopted methodology followed the investigative principles of action research/teaching and project pedagogy, with successive levels of pedagogical deepening, respecting the rhythm and individual needs of the students. Rhythmic and expressive activities, immersed in Brazilian folk dances such as Forró and Carimbó, were used within the proposal as vehicles for learning. Also noteworthy is the integration of this pedagogical unit into project pedagogy, with a focus on Black Consciousness Week, where it was possible to highlight the richness of cultural expressions and reinforce the importance of inclusion and diversity in the school environment. The experience was also transformative for me, as a Physical Education teacher initially resistant to including dance. I learned to value dance not only as a physical activity but as a crucial element in cultural expression and the promotion of inclusion. This work demonstrates that well-founded pedagogical methodologies attentive to students' reality can generate significant results, both in educational and social contexts.