Uso da videodança como uma prática pedagógica

Abstract

The following research aims to use videodance as a pedagogical practice, capable of developing in students several skills mentioned in the Arts component of the National Common Curricular Base (BNCC). In order to reach the objectives, a search for theoretical references and the choice of a methodology was used, in which it was proposed to analyze this pedagogical practice as capable of enhancing the student as a whole through the development of general skills and/or Art/BNCC. The study was divided into four parts. In the first part, Laban's dynamics were used, which he brought us, the studies he did on the factors and actions of movement, where the body was worked to create movements that helped in the immersion of bodies in the creation of videodance. In the second part, the construction process of the videodance works began, only ten students in the class proposed to participate in the research, so we formed only one team, and throughout the process the necessary guidelines were carried out, using the contents taught, in addition to meticulous observations about the interaction between students, creativity, participation, dedication, criticality of each one. In the third part, some categories were used to analyze the collected data, such as: the creation of videodance and the development of skills. In the fourth and last part, the results were compared, and it was concluded that, in the way that the language of videodance was used and with the contents approached for its creation, most of the students were able to develop several competences of the component de Artes/BNCC, as videodance permeates several areas, stimulating the student as a complete being. Therefore, it is noticeable how much the Arts teacher needs to be always in search of methods and practices that can stimulate not only the appreciation of Art, but also Art as a form of knowledge, capable of preparing the student for the world, and the videodance intentionally worked as a pedagogical practice, within a teaching context, can undoubtedly generate positive learning.