Dança House e a compreensão do movimento Jacking

Abstract

The present work entitled Dança House and the Understanding of the Jacking Movement, seeks to promote the Hip Hop culture and its trajectory, within the proposals of Brazilian education, based on the LDB 9.394/96, starting from the concepts that are part of the teaching and learning process of dancing at school. This research took place in a State elementary and high school, with only high school students as participants. As a main objective, I intend to contribute to the methodological construction for teaching Dance House and its techniques, with young people, in basic education institutions. The specific objectives: to present Hip Hop culture and general knowledge about the arts; to formulate a didactic system, with theoretical studies on the House dance movement and the parameters that govern Brazilian Education; to stimulate through the general concepts of the movement, the practice of the Jacking movement and corporeal and spatial perceptions (Place). As for the approach, this is a qualitative research. As for the nature, it is applied research. As for the objectives, this is an exploratory and descriptive research. Data collection instruments were based on the structure of methodological and didactic content, attached to theoretical-practical lesson plans and students' reports based on a questionnaire with two questions. The data collection procedure involved the participation of three 1st year classes, from the Colégio Brasileiro Pedro Silvestre, on the days and times of the activities of the arts curriculum component. We have this research divided into 2 (two) Chapters, in which the first chapter develops the reasoning part, with authors who build the cultural and artistic base and the body movements that make up this field. The second chapter presents the development according to the objectives outlined and their analysis in view of the collected data. According to the research analyses, we sought to have the school's vision in the role of disseminating knowledge and the teacher's vision in the midst of the difficulties that arise and what forms of artistic inclusion can be incorporated into this process. The research obtained the impressions of the participating students with the practice of dance and sensory motor stimuli and how these contents could contribute to this view on the topic addressed. In addition to the search for the insertion of American Afro-diasporic dances as a bias of knowledge and mediation in an education based on awareness and dissemination of knowledge for all who appreciate art.