A dança no contexto da disciplina de artes: desafios e experimentações metodológicas em uma escola de ensino básico

Abstract

This monograph investigates the challenges and possibilities of integrating dance into the school curriculum of the Arts discipline, based on practical experiences carried out at the Municipal Elementary School 11 de Agosto, in Fortaleza. The study seeks to understand how dance, as an artistic language, can serve as a pedagogical tool for the holistic development of students, while facing structural, cultural, and pedagogical limitations that hinder its implementation in Brazilian public schools. Divided into four main sections, the research first explores the historical trajectory of dance in Brazil, addressing its historical marginalization and the legal advancements that led to its mandatory inclusion in the school curriculum. The second section analyzes the experiences within the Pedagogical Residency Program, highlighting the challenges faced, such as cultural resistance, lack of infrastructure, and the absence of specialized teachers, while also presenting the adaptation strategies used to overcome these obstacles. The third section details the pedagogical practices developed throughout the project, with playfulness as a central element. Activities such as dance games, the creation of choreographic cells, and experiments based on everyday movements proved effective in engaging students, deconstructing prejudices, and broadening their perceptions of movement. The fourth section discusses dance and its possible developments in schools, emphasizing its interdisciplinary connections and proposing strategies to expand and consolidate dance education within the school environment. This section explores how dance can dialogue with other fields of knowledge. The results indicate that dance has the potential to transform the school environment, fostering creativity, autonomy, critical thinking, and sensitivity among students. However, investing in ongoing teacher training, valuing this professional, raising awareness within the school community, and improving infrastructure are essential to ensure that dance is recognized and appreciated as an essential artistic language. This study, based on authors such as Paulo Freire, Rudolf Laban, and Isabel Marques, reinforces the importance of inclusive and inventive pedagogical practices capable of connecting dance to students' sociocultural experiences.