O ensino da dança e a inclusão: um estudo sobre as experiências de licenciados em dança ante alunos com TEA (Transtorno do Espectro Autista)

Abstract

The teaching of dance and inclusion presents recurring points for the contribution of students with ASD, in the social, cognitive and school context. Reverberating from the experiences attributed about the reports of licensed dance professionals mediated in this study, pertinent investigations in the face of the adversities of the system. With the specific objectives of this research: to understand the role of the teacher as an inclusive agent, to reflect on dance as an area of knowledge, to identify the existing problems in the school environment. Thus, the methodology was guided by the qualitative character, exploratory-descriptive type, going through the methodological procedures about the field study, using the semistructured interview as an instrument for data collection. Given the collections, approach from the paradigmatic narrative analysis, the interpretation of the results obtained, based on theorists present in school education, family, theory and pedagogical practice. Therefore, it was found that to meet all the demands and break paradigms, it becomes necessary to act, seek, promote subsidies that can transmit, even if minimally, a path together, between teachers, institutions and students, emphasizing the importance of talk about inclusive education and body practices about dance, whether it is linked to a classroom or crossing its walls.