O ensino da dança sob a perspectiva multicultural, em uma turma do oitavo ano do ensino fundamental : uma experiência possível

• Autor(a) principal: Silva, Amanda Faria Corrêa da
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/4907
• topic: Ensino da dança; Multicultural; Currículo cultural da educação física; Pesquisa - ação; CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA; Dance Teaching; Multicultural; Cultural curriculum of physical education; Action research

The different pedagogical theories of Physical Education at school demonstrate the wealth and accumulation of pedagogical knowledge in Physical Education in Brazil. When it comes to the pedagogical proposal of the Physical Education cultural curriculum, it is guided in the field of critical multiculturalism and Cultural Studies. Thus, this work had the general objective of presenting the possibilities and difficulties of the cultural proposal of Physical Education in the teaching of dance, in a class of the eighth grade of Elementary School II of a state school in the city of Cuiabá - Mato Grosso. The specific objectives were to make a survey about the cultural knowledge about dance brought by the students; elaborate, implement and evaluate a Didactic Sequence of dance under the multicultural perspective of Physical Education; and build a pedagogical experience collectively with the students on the dances that interact with each other. The research adopted in the methodological aspect the qualitative approach inspired by action research. The focus of the research was my own school Physical Education classes, with my own students being collaborators. The study was carried out during the 16 classes of the first two months of the 2019 academic year. To map (diagnose) the cultural universe of the students, I went through the neighborhood where the school was located and observed the students for two weeks at intervals, at the entrances and leaving school. In addition, I applied an open questionnaire with the collaborating class. These data were decisive, because collectively, it was defined to theme the funky body manifestation. The project's 16 classes were recorded in a field diary. We also used the seminar as a source of information gathering and group discussions. The discussion of the data of the didactic-pedagogical experience took place based on the data obtained in the mapping, in the field diary, in the seminar and in the photographic records. The results were presented through of themes, talking about the lesson plans executed, dialoguing with the mapping data, field diary and seminar, relating to authors and works in the studied area. Among the results learned from the study, I emphasize: the importance of thematizing the cultural knowledge brought by the students to emerge fruitful didactic possibilities and meaningful learning; and the relevance of collective pedagogical work through dialogue with students. It is concluded that, it is possible to promote the teaching and learning of dance in school, in a systematic and meaningful way, from the investigation of the body culture in dance of the community, the expectations and needs of the students regarding the content, and the consideration of the students. previous knowledge they bring about this knowledge. Therefore, this didactic-pedagogical experience with funk dances, promoted a critical and in-depth reading of the manifestation, provided students with a socio-historical understanding and access to other representations of this practice, allowing the production of other learnings and meanings of this practice by students. With a view, understanding and respect for cultural differences, towards the formation of democratic identities.