Corporeidade e dança: o protagonismo infantil nas aulas de Arte
Carregando...
Data
2022-08-29
Autores
Negrão, Elaine Cristina dos Santos
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
O componente curricular de Arte no Ensino Fundamental está centrado nas linguagens de artes visuais, dança, música e teatro. Nesse contexto, a presente pesquisa apresenta reflexões sobre as manifestações corporais das crianças na linguagem da dança, considerando o protagonismo infantil. Apesar da linguagem da dança fazer parte do componente curricular de Arte, cabe a discussão em relação à forma como ela é apresentada e vivenciada nos anos iniciais do Ensino Fundamental. Assim, questiona-se: como garantir a experiência, o conhecimento e a valorização da linguagem da dança no componente curricular de Arte, tendo as crianças como protagonistas do processo de ensino e aprendizagem? Para responder tal questão, o objetivo geral da pesquisa consistiu em desenvolver um processo educativo com a dança, no âmbito do componente curricular de Arte, com crianças dos 2º e 4º anos de uma escola pública municipal de Bariri, estado de São Paulo. Os objetivos específicos visaram analisar e ressignificar o ensino e a aprendizagem da linguagem da dança no componente curricular de Arte, incentivando as crianças nas criações e nas vivências corporais lúdicas, para que se tornem protagonistas do processo de aprendizagem; também desenvolver um processo de ensino e aprendizagem no formato de livro digital, com contribuições didático-metodológicas para interações e ações pedagógicas envolvendo o ensino da dança, nos anos iniciais do Ensino Fundamental. A metodologia está fundamentada na pesquisa qualitativa participante e os instrumentos de coleta de dados foram entrevistas semiestruturadas, diário de campo das atividades propostas e grupo focal. As participantes da pesquisa foram 67 crianças da escola pesquisada. Os resultados foram apresentados em categorias e indicam que as concepções iniciais das crianças em relação à dança se resumiam nos ensaios de apresentações e coreografias, sendo que no decorrer da pesquisa foi possível identificar que as crianças construíram outras perspectivas sobre a dança, associando-a com movimento, liberdade, alegria e diversão, além de identificarem a dança como cultura e suas relações com o respeito e a diversidade de gênero. Conclui-se que a presente pesquisa obteve êxito em promover um processo de ensino e aprendizagem sobre a dança, tendo as crianças como protagonistas do processo.
The curriculum component of Art in Elementary School is centered on the languages of visual arts, dance, music and theater. In this context, the present research presents reflections on children's bodily manifestations in the language of dance, considering children's protagonism. Although the language of dance is part of the curricular component of Art, it is necessary to discuss how it is presented and experienced in the early years of Elementary School. Thus, the question is: how to guarantee the experience, knowledge and appreciation of the language of dance in the curricular component of Art, with children as protagonists of the teaching and learning process? To answer this question, the general objective of the research is to develop an educational process with dance, within the scope of the curricular component of Art, with children from the 2nd and 4th grades of a municipal public school in Bariri, state of São Paulo. The specific objectives aim to analyze and re-signify the teaching and learning of the language of dance in the Art curricular component, encouraging children to create and playful body experiences, so that they become protagonists of the learning process; also develop a teaching and learning process in the format of a digital book, with didactic-methodological contributions for interactions and pedagogical actions involving the teaching of dance, in the early years of Elementary School. The methodology is based on qualitative participant research and the data collection instruments were semi-structured interviews, a field diary of the proposed activities and a focus group. The research participants were 67 children from the researched school. The results were presented in categories and indicate that the children's initial conceptions in relation to dance were summarized in the rehearsals of presentations and choreographies, and during the research it was possible to identify that the children built other perspectives on dance, associating it with movement, freedom, joy and fun, in addition to identifying dance as a culture in its relationship with respect and gender diversity. It is concluded that the present research was successful in promoting a process of teaching and learning about dance, with children as protagonists of the process.
The curriculum component of Art in Elementary School is centered on the languages of visual arts, dance, music and theater. In this context, the present research presents reflections on children's bodily manifestations in the language of dance, considering children's protagonism. Although the language of dance is part of the curricular component of Art, it is necessary to discuss how it is presented and experienced in the early years of Elementary School. Thus, the question is: how to guarantee the experience, knowledge and appreciation of the language of dance in the curricular component of Art, with children as protagonists of the teaching and learning process? To answer this question, the general objective of the research is to develop an educational process with dance, within the scope of the curricular component of Art, with children from the 2nd and 4th grades of a municipal public school in Bariri, state of São Paulo. The specific objectives aim to analyze and re-signify the teaching and learning of the language of dance in the Art curricular component, encouraging children to create and playful body experiences, so that they become protagonists of the learning process; also develop a teaching and learning process in the format of a digital book, with didactic-methodological contributions for interactions and pedagogical actions involving the teaching of dance, in the early years of Elementary School. The methodology is based on qualitative participant research and the data collection instruments were semi-structured interviews, a field diary of the proposed activities and a focus group. The research participants were 67 children from the researched school. The results were presented in categories and indicate that the children's initial conceptions in relation to dance were summarized in the rehearsals of presentations and choreographies, and during the research it was possible to identify that the children built other perspectives on dance, associating it with movement, freedom, joy and fun, in addition to identifying dance as a culture in its relationship with respect and gender diversity. It is concluded that the present research was successful in promoting a process of teaching and learning about dance, with children as protagonists of the process.
Descrição
Palavras-chave
Arte, Dança, Corporeidade, Protagonismo infantil, Ensino Fundamental, Art, Dance, Corporeality, Child protagonism, Elementary school