Corpo e diversidade: possibilidades através da dança na Educação Física escolar

Abstract

This present study copes with the dance at school, by highlighting the plurality as its theme, based mainly on diversity, thinking of an articulation between values, such as respect for what is different from the "me" with students belonged to the first year of high school, in the school of application at UFMA, which is the University College. This work aims at understanding the context of bodies diversity within the school environment, with a view to the elaboration of a methodological proposal, through the dance in physical education classes, which meets body diversity at school, as well as to themes emerging from this body in motion within the society. In the first session, it was reported to reflections on body concepts. It was made a relationship of this body with dance at school and present the result of a search, characterized as "State of Art", which was extremely relevant to understand where we were supposed to go to, it can be inferred that it was our "light on the way". In the second session, it was discussed about the dance of the body/body of the dance. Allowing us to question the aspects that determine which body dances at school. Who determines who can or can't dance? It was presented, still in this session the result of our first contact with the students of our research field. Which was important so that we could understand the subjects and set our goals. Next, it was presented where we walk (our methodology) and where these paths led us, exposing the statements of the research subjects and our reflections. We conclude this writing has allowed us to conclude our perceptions and talk about what was generated from all these experiments, in addition to presenting our product (Pedagogical Guidance Notebook), the result of our workshops. We anchor our ideas in the concept of body based on the phenomenological studies of Maurice Merleau-Ponty and Terezinha Petrúcia da Nóbrega. Understanding that his studies allow us to visualize the body beyond its anatomical and physiological structures, highly valued and discussed in Physical Education. The eye s of Irlla Diniz, Suraya Darido and Lívia Tenório Brasileiro, at school and in Physical Education feed our ideas to a proposal where dance. This study is composed of a qualitative research, characterized as a participant research. As subjects of the research, we had the participation of three physical education teachers and twenty-three students from the first year of high school. Our data collection instruments were open questionnaires, methodological workshops and observation. The interpretation of the data took place empirically, through tables where we expose the responses of teachers and students, as well as texts produced at the end of the workshops and production of the Guidance Notebook. The study concluded that the approach of dance content in physical education classes allowed an expansion and (re) construction of the concepts of body and diversity, contributing to the understanding that the whole body dances.