Danza tradicional na escola: Relato de duas experiencias de inclusión da danza tradicional no programa curricular do ensino básico

Detalhes bibliográficos
Autor(a) principal: Araújo, Liliana
Data de Publicação: 2012
Outros Autores: Prieto, Mercedes, Bezelga, Isabel
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10174/7435
Resumo: It’s a central concern of our government to provide the arts on schools. In this way, it’s important to take some data from this kind of practices that can improve the decisions token by our local and national governors. In this article, we present two artistic education experiences, particularly, through international traditional dance classes, implemented on all Évora basic schools: The JOGAR program, and the MUS-E project. The first one offers traditional dance classes, in general on curricular time, with groups that choose this modality, over three month. The other one presents different artistic activities from the beginning of the academic year, included on curriculum, applied to every groups weekly, during 45 minutes. Both consider dance as a discipline, with learning objectives, on a space where children can get fun, but, fundamentally, they can learn. Traditional dance is here considered as an important way to promote social competences, to valorise culture, improving the harmonious psychosocial development of children. The project’s development, formal and informal evaluation results are here presented.
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spelling Danza tradicional na escola: Relato de duas experiencias de inclusión da danza tradicional no programa curricular do ensino básicoDanza Tradicionalglobalización,It’s a central concern of our government to provide the arts on schools. In this way, it’s important to take some data from this kind of practices that can improve the decisions token by our local and national governors. In this article, we present two artistic education experiences, particularly, through international traditional dance classes, implemented on all Évora basic schools: The JOGAR program, and the MUS-E project. The first one offers traditional dance classes, in general on curricular time, with groups that choose this modality, over three month. The other one presents different artistic activities from the beginning of the academic year, included on curriculum, applied to every groups weekly, during 45 minutes. Both consider dance as a discipline, with learning objectives, on a space where children can get fun, but, fundamentally, they can learn. Traditional dance is here considered as an important way to promote social competences, to valorise culture, improving the harmonious psychosocial development of children. The project’s development, formal and informal evaluation results are here presented.revista musicrearte _digital2013-01-18T10:40:55Z2013-01-182012-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttp://hdl.handle.net/10174/7435http://hdl.handle.net/10174/7435spaAraújo, L., Prieto, M. & Bezelga, I. (2012). Danza tradicional na escola: Relato de duas experiencias de inclusión da danza tradicional no programa curricular do ensino básico. Revista Musicrearte, nº1. (7).2254-3600http://revista.musicrearte.com/musicrearte_digital_numero01_2012_files/musicrearte_digital_01_2012_prov_art07.pdflgsaraujo@gmail.comprietomartinez.mercedes@gmail.comimgb@uevora.pt203Araújo, LilianaPrieto, MercedesBezelga, Isabelinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-03T18:47:41Zoai:dspace.uevora.pt:10174/7435Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:01:58.145760Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Danza tradicional na escola: Relato de duas experiencias de inclusión da danza tradicional no programa curricular do ensino básico
title Danza tradicional na escola: Relato de duas experiencias de inclusión da danza tradicional no programa curricular do ensino básico
spellingShingle Danza tradicional na escola: Relato de duas experiencias de inclusión da danza tradicional no programa curricular do ensino básico
Araújo, Liliana
Danza Tradicional
globalización,
title_short Danza tradicional na escola: Relato de duas experiencias de inclusión da danza tradicional no programa curricular do ensino básico
title_full Danza tradicional na escola: Relato de duas experiencias de inclusión da danza tradicional no programa curricular do ensino básico
title_fullStr Danza tradicional na escola: Relato de duas experiencias de inclusión da danza tradicional no programa curricular do ensino básico
title_full_unstemmed Danza tradicional na escola: Relato de duas experiencias de inclusión da danza tradicional no programa curricular do ensino básico
title_sort Danza tradicional na escola: Relato de duas experiencias de inclusión da danza tradicional no programa curricular do ensino básico
author Araújo, Liliana
author_facet Araújo, Liliana
Prieto, Mercedes
Bezelga, Isabel
author_role author
author2 Prieto, Mercedes
Bezelga, Isabel
author2_role author
author
dc.contributor.author.fl_str_mv Araújo, Liliana
Prieto, Mercedes
Bezelga, Isabel
dc.subject.por.fl_str_mv Danza Tradicional
globalización,
topic Danza Tradicional
globalización,
description It’s a central concern of our government to provide the arts on schools. In this way, it’s important to take some data from this kind of practices that can improve the decisions token by our local and national governors. In this article, we present two artistic education experiences, particularly, through international traditional dance classes, implemented on all Évora basic schools: The JOGAR program, and the MUS-E project. The first one offers traditional dance classes, in general on curricular time, with groups that choose this modality, over three month. The other one presents different artistic activities from the beginning of the academic year, included on curriculum, applied to every groups weekly, during 45 minutes. Both consider dance as a discipline, with learning objectives, on a space where children can get fun, but, fundamentally, they can learn. Traditional dance is here considered as an important way to promote social competences, to valorise culture, improving the harmonious psychosocial development of children. The project’s development, formal and informal evaluation results are here presented.
publishDate 2012
dc.date.none.fl_str_mv 2012-01-01T00:00:00Z
2013-01-18T10:40:55Z
2013-01-18
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10174/7435
http://hdl.handle.net/10174/7435
url http://hdl.handle.net/10174/7435
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv Araújo, L., Prieto, M. & Bezelga, I. (2012). Danza tradicional na escola: Relato de duas experiencias de inclusión da danza tradicional no programa curricular do ensino básico. Revista Musicrearte, nº1. (7).
2254-3600
http://revista.musicrearte.com/musicrearte_digital_numero01_2012_files/musicrearte_digital_01_2012_prov_art07.pdf
lgsaraujo@gmail.com
prietomartinez.mercedes@gmail.com
imgb@uevora.pt
203
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dc.publisher.none.fl_str_mv revista musicrearte _digital
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dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
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