Dança em arte: a abordagem da Dança no componente curricular de Arte no Ensino Fundamental II em CETIs de Manaus

Abstract

The research presented here has the theme “Dance in Art: the approach to Dance in the curricular component of Art in Elementary School II in CETIs in Manaus”, and its objective is to investigate how Dance is being approached in the curricular component of Art in the 9th year of Elementary School, if there is due attention to the foundations of Dance. The problem arises from the fact that we have the obligation to teach Dance in Art from the Law of Guidelines and Bases and its competencies are guided by the National Common Curricular Base, adding the fact that the CETIs have (or should have) a structure suitable for Dance classes. Therefore, we seek to answer certain questions, some of them being: how is Dance being approached?; do the current Dance classes have proper foundations?; is there due value and artistic reference?; What are student expectations like? The approach of this research is qualitative with an exploratory purpose using the participant observation technique, with two Full-Time Educational Centers being the research site: CETI Bilíngue Gilberto Mestrinho de Medeiros Raposo and CETI João dos Santos Braga. Interviews were carried out with three Art teachers from these schools and 111 questionnaires in total were carried out in the 9th year classes of both schools. When talking about Dance at school we used the theories of Pinto (2015), Marques (1997) and Rengel (2007). To contextualize the discussion of full-time schools we use Cavaliere (2009) and Maciel e Silva (2018), without leaving aside a reading of the National Common Curricular Base (Brasil, 2018). In the results we can see that schools could provide better environments for Dance classes, improve the understanding of the bases of education in Art through Dance and diversify the methodologies and strategies aimed at teaching and practicing Dance at school. However, it was possible to observe Dance migrating from Physical Education to Art, where it opens up spaces for deeper approaches to Dance. Teachers were also committed to addressing the fundamental and specific bases of Dance in its artistic context.