Navegando por Autor "Lima, Vitoria Rayane de Souza"

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Ressignificação das datas comemorativas no contexto escolar e o ensino da dança como área de conhecimento
(Universidade do Estado do Amazonas, 2024-02-21) Lima, Vitoria Rayane de Souza; Mourão, Vilma Maria Gomes Peixoto; Pinto, Amanda da Silva; Carvalho, Meireane R. R. de
A The analysis of the trajectory of Art teaching in Brazilian education indicates that amon the four languages that make up this curricular component, Dance, as an area of knowledge, is the one that finds the least space in the school context. Its practice is often limited to versatility, Physical Education classes, commemorative dates in our annual calendar and also specific events at educational institutions. Thus, this research aimed to understand Dance and its specificities, as an area of knowledge and constituent of Art as a curricular component, through the commemorative dates of the school calendar, and its importance for the child's personal and educational development. In other words, this research, which is basic, exploratory, descriptive and has a qualitative character, sought to analyze how three teachers trained in Dance and with experience in the area receive and work with the demands made by schools for the initial school years, given the importance of teaching Dance in these age groups for the child’s integral development. Data collection took place through semi- structured interviews and the analysis was guided by Bardin's content analysis. It was possible to observe, from the data collected, that each school has its own modus operandi regarding the calendar. Each institution can, yes, define the dates that will be worked on, as well as adhere to and strictly follow the SEDUC and SEMED calendar (in the case of public schools), but can also leave the dates they want to the teachers' discretion. to work. At the same time, they need to reconcile planning, dialogue with the school and other teachers, and also find space to develop dance activities, without restricting them to mere illustrative dances, reconciling the teaching of this artistic language as an area of knowledge and the demands of the school that almost always deviate from this perspective.
Ressignificação das datas comemorativas no contexto escolar e o ensino da dança como área de conhecimento
(Universidade do Estado do Amazonas, 2024-02-21) Lima, Vitoria Rayane de Souza; Mourão, Vilma Maria Gomes Peixoto; Pinto, Amanda da Silva; Silva, Elton Samuel Moreira de Oliveira da
A The analysis of the trajectory of Art teaching in Brazilian education indicates that among the four languages that make up this curricular component, Dance, as an area of knowledge, is the one that finds the least space in the school context. Its practice is often limited to versatility, Physical Education classes, commemorative dates in our annual calendar and also specific events at educational institutions. Thus, this research aimed to understand Dance and its specificities, as an area of knowledge and constituent of Art as a curricular component, through the commemorative dates of the school calendar, and its importance for the child's personal and educational development. In other words, this research, which is basic, exploratory, descriptive and has a qualitative character, sought to analyze how three teachers trained in Dance and with experience in the area receive and work with the demands made by schools for the initial school years, given the importance of teaching Dance in these age groups for the child’s integral development. Data collection took place through semi- structured interviews and the analysis was guided by Bardin's content analysis. It was possible to observe, from the data collected, that each school has its own modus operandi regarding the calendar. Each institution can, yes, define the dates that will be worked on, as well as adhere to and strictly follow the SEDUC and SEMED calendar (in the case of public schools), but can also leave the dates they want to the teachers' discretion. to work. At the same time, they need to reconcile planning, dialogue with the school and other teachers, and also find space to develop dance activities, without restricting them to mere illustrative dances, reconciling the teaching of this artistic language as an area of knowledge and the demands of the school that almost always deviate from this perspective.