O uso dos elementos cênicos da dança como recurso pedagógico dentro do espaço escolar no ensino médio

Abstract

This work aimed to investigate how the Scenic Elements of Dance could be worked at school, taking into account the didactic-pedagogical issues of Art teaching linked to Literature, starting from the problematic that is limited to a teaching practice, whose paradigms are related to the traditional teaching method and the use of active methodologies developed in school, according to such questions. In this sense the research was developed at Colégio Dom Bosco, covering the curricular discipline of Literature within the 3rd year of High School, having as theoretical reference the Triangular Proposal of Ana Mae Barbosa, which captivates the triad Contextualization, Reading and Experimentation in Art. It was characterized as applied research, qualitative, exploratory-descriptive and field research, outlined as action research. Thus, through the information collected within the environment, it can be concluded that it was possible to reflect that the Contextualization, Reading and Art Appreciation mediated by the Scenic Elements can be improved and using as an interdisciplinarity between curricular disciplines enhancing the student's creative character. and enjoy their knowledge in various ways, not limited to theoretical content. Keywords: Triangular Proposal, Dance-Education, Scenic Elements, Language