Dança na escola: da lei à prática

Abstract

The teaching of dance in the school environmental context presents itself a significant contribution to the formation and development of the social being. The research aims to analyze the dance as enabler in the education of the social being from the guiding and normative documents that legitimize it in the school environment, verifying the participation of the students of the 3rd year of Elementary School of the Bradesco Foundation School of Basic and Professional Education. And as specific objectives: recognize the possibilities of dance as a enabler in the education of the social being; identify the guiding and normative documents that legitimize dance in Elementary School and verify the students' perception in front of a class in which dance is the main language. The methodology used qualitative and quantitative approach is categorized as exploratory and descriptive, with methods based on secondary sources, bibliographic and documentary analysis, and the primary sources obtained through observation and application of questionnaires and consultations. After data collection, the analyzes were performed through the systematization of the results in graphs and charts, performing the data interpretation based on theorists that contextualize the dance in school environment. Therefore, it was found that the teaching of dance in the school is legitimate and capable of resolving disagreements, allowing criticality, reflection, and artistic doing, contributing to both physical, cognitive and social development, and cannot fail to mention the their cultural and political influence that also relate. Keywords: Dance at school; legislation; social being