Ensino-aprendizagem de dança na escola: construindo significados e espaços

Abstract

The text presented here is a narration of the research that has been developed with 88 students from the 6th grade of elementary school, who attended the curricular component Art, the State School John Walmick in the city of Ipatinga, Minas Gerais, in 2015. The research investigated what were the challenges of developing dance performances in this school. The relations and perceptions that the survey participants had with these presentations and the experiences lived by me as a teacher-researcher are reported here. The students participated an initial period characterized by an intervention project, followed by two choreographic composition processes (traditional and other collaborative) and they presented the final result of these two process in a Book Fair. A case study was developed and data were collected through semistructured interviews and based on a participant observation. Qualitatively analyzed, the data revealed that students realized the dance classes as a time for interaction, learning, freedom and creation, experiencing intense and reflective way dance as as curriculum subcomponent. Authors such as Izabel Marques (2011, 2012, 2014), Marcia Strazzacappa (2001, 2003, 2006, 2013), Vanessa Leite Caldeira (2013), Ana Carolina Mundim (2002), among others, contributed for the theoretical foundation.