Tradução intersemiótica como estratégia pedagógica no ensino fundamental II

Abstract

This research addressed intersemiotic translation as a pedagogical strategy in Elementary School II and its general objective was to investigate how an intersemiotic translation process through contemporary dance can contribute to the formation of a more critical subject in art classes, by experiencing a process of intersemiotic translation through a didactic sequence, in addition to identifying and describing how this experience contributes to the teaching-learning process. The methodologies applied were, respectively, research with a qualitative approach, regarding the purposes of the research: exploratory, field research and experimental research with the participants. The result showed the significant feasibility of the proposed strategy, as the students learned to expand their potential through experiments and discussions in the classroom, producing meaning and contributing to the teaching-learning process. The theoretical basis was based on the concepts of intersemiotics (PLAZA, 2003), Contemporary dance (LOUPPE, 2012), Dance- education (BARBOSA, 2019), Importance of dance at school (MARQUES, 2007).