As percepções das professoras da educação infantil sobre a dança-educação no desenvolvimento da inteligência corporal-cinestésica

Abstract

The vast majority of our daily activities require decision-making and the search for the best ways to overcome difficulties. Problem solving is present in all these cases and what enables us to solve them, according to Howard Gardner, are our different cognitive abilities, including our bodily abilities. In the classroom it is no different and body movement through dance-education represents a significant resource to be developed with children and that was the focus of this work: understanding the perception that early childhood education teachers have about the practice of dance to favor the skills of bodily-kinesthetic intelligence, in which we seek to identify what knowledge teachers have about Dance education and bodily-kinesthetic intelligence, the way in which dance is used in the classroom and the relationship they have establish between Dance and this type of Intelligence. Thus, this is a qualitative study in which we conducted semi-structured interviews as a data collection instrument and the content analysis proposed by Laurence Bardin as a resource for analyzing these data. Through the analysis, it was possible to verify that the teachers are aware of the importance of bodily intelligence in the lives of children and that the use of dance education can contribute to the development of cognitive and physical skills of students at school. The difficulty in making better use of dance education resources lies in the lack of specific training so that they can adequately explore the full potential that Dance has in this field.