Dança e escola: o que pensam os alunos do Ensino Fundamental 2 sobre a arte da Dança no contexto escolar? Ouvindo suas vozes!

Abstract

When we mention dance in the school environment, some students bring their preconceptions related to their daily experiences, or what comes to mind are ready choreographies, and this is not the purpose of dance in the educational context. Dance is considered a legitimate area of knowledge in the legal frameworks of education and it has beneficial effects when well applied. Thus, we sought to investigate in a qualitative sphere which are the main perceptions/understandings that elementary school students have about the art of dance in the context of a public school. The specific objectives of this research were: to research the importance of teaching Dance/Art at school, in view of the legal frameworks, to enable the students to discuss the experience of dance at school, to describe how dance has been applied at school in the arts subject and to describe the main perceptions/understandings that the students have about dance in the school context, discussing the possible cultural reasons for them. In this way, the methodology followed a qualitative and descriptive approach, going through methodological procedures about the field study, using as an instrument for data collection the observation during the process with the students, the application of a questionnaire and a structured interview. Once the data was collected, the interpretation of the results obtained was approached through content analysis, based on the theorists that contextualize dance at school. Therefore, by listening to the perception of each adolescent about their experience with dance in the educational context, we perceived the different forms that dance takes when it enters the school context. By listening to their voices, we became certain of the importance of having a greater and deeper dialogue between Art/Dance, school and society. Through these reflections in dance it is possible to delve into new realities of perceiving and acting in the world, besides inspiring students to act in a more critical and conscious way.