O ENSINO DA DANÇA NAS AULAS DE EDUCAÇÃO FÍSICA ESCOLAR: Contribuições para a prática pedagógica no ensino médio – uma experiência desenvolvida no Centro de Ensino Cônego Ribamar Carvalho

Abstract

Dance, as a cultural, anthropological, and artistic manifestation, constitutes a form of knowledge that transcends its utilitarian dimension, integrating body, movement, and subjectivity. This study investigated the teaching of dance in Physical Education classes at the Cônego Ribamar Carvalho Teaching Center in São Luís (MA), aiming to implement pedagogical actions that contribute to a meaningful dance practice in the high school context. This is a mixed-methods research that combines qualitative and quantitative methods, with pedagogical intervention as the procedural method. The data collection instrument was a questionnaire in the format of DRP (Rapid Participatory Diagnosis). For the qualitative analysis of the data, the Coding Categories Analysis technique was employed, while the quantitative approach was conducted through the organization and interpretation of data in graphs. The research participants included one Physical Education teacher and twenty-eight third-year high school students from the aforementioned educational institution. The work was organized as follows: In the first section, we discussed the understanding of the dancing body from a phenomenological perspective, overcoming fragmented views and seeking to comprehend what the dancing body is. In the second section, we addressed dance as a producer of knowledge, highlighting its specific knowledges and its reality within school Physical Education. Subsequently, we outlined the methodological approach of the research, seeking the necessary information for constructing the pedagogical intervention proposal. Consequently, we arrived at the results, which evidenced the need for pedagogical strategies that value bodily expression and local culture, culminating in the development of a guidebook with didactic guidelines for working with dance in the school context, through the experimentation of movement factors (space, time, weight, and fluency). We opted not to apply it, legally supported by Normative Instruction No. 04/2020/PPGEEB/UFMA. We concluded that dance, when approached as expressive language and sensitive knowledge, can transform educational practices, promoting a holistic education that recognizes the body as an active subject in the learning process.