O ensino sobre as danças populares maranhenses na Educação Física: um guia de orientações didático-pedagógicas para o ensino médio

Abstract

This research deals with the teaching of Maranhão's Popular Dances in High School Physical Education classes. The general objective is to demonstrate that Maranhão's Popular Dances have their own knowledge and content that can be taught in Physical Education classes. The research problem was to find out how Maranhão's Popular Dances are approached in Physical Education classes. The locus of the empirical research was the Centro Educa Mais Padre Bráulio Sousa Ayres. The first section, "Maranhão's Popular Dances in the Physical Education Curriculum", highlights Maranhão's Popular Dances as a content of Physical Education in the official texts of Education in Brazil and Maranhão. The second section, "Teaching Popular Dances in Physical Education Classes", shows how the teaching of dances occurs in Physical Education classes, by means of academic productions published on the subject. The third section presents the Maranhão's Popular Dances: Bumba Meu Boi, Tambor de Crioula, and Cacuriá. The theoretical and conceptual framework is based on Marques (1997), Nóbrega (2000), Viana (2003, 2006), IPHAN (2011, 2018), Barros (2018), Ramassote et al (2006), Manhães (2012), Pires (2016), Delgado (2005), Cutrim (2017a, 2017b), Maranhão (2018). It used elements of action research in Thiollent (2009). Questionnaires and interviews were used as data collection instruments for the empirical research, and the focus group was used as a strategy for the collective construction of a Didactic Sequence. A Guide to Didactic and Pedagogical Guidelines was developed as an educational product: "Dances and Rhythms of Maranhão: among oxen, drums and requebrados". Due to the pandemic of the new SARS-COV 2 Coronavirus, the educational product could not be applied, backed up by Normative Instruction Nº 04/2020/PPGEEB/UFMA. The study points to the legal backing of the teaching about the Maranhenses Popular Dances and that the teaching about these dances occurs within a systematization and contextualization in the locus of the research, but, the use of the proposed Guide would be of great importance for the teaching practice.