PERSPECTIVAS CONCEITUAIS E ABORDAGEM PEDAGÓGICA EM DANÇA EDUCAÇÃO
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Data
2025/09/24
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Orientadores
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PPGARTES
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Universidade Estadual do Paraná
Resumo
This research deals with the understanding of dance-education and the relationships between these two fields of knowledge from the 1980s to 2010, a period which saw an increase in publications and reflection on teaching driven by the inclusion of dance in school curricula. From this perspective, it brings together female authors from dance and male authors from pedagogy to establish foundational parameters for producing autonomy, expressivity, creativity, the creative process, and respect for body diversity and the sociocultural contexts of students, aiming to strengthen and value pedagogical practices in dance within school education. As a hypothesis, the research presents dance-education as a premise for integrating teaching challenges such as diversity and the fostering of autonomy in classrooms, and to inspire practices and reflections among prospective and graduated teachers from different fields—such as pedagogy, physical education, and even dance—who work in schools and deal with dance content. It problematizes how dance teaching can promote the mentioned parameters, relying on a bibliographic review of female dance authors like Ossona, Nanni, and Marques, and male pedagogy authors like Freire and Eisner. Furthermore, in addition to the bibliographic review, the methodology integrates the development of a prototype for a reflective and practical guide, conceived as an interactive pedagogical approach based on the concept of interactive instructional design (Santos; Silva, 2009). This guide is intended for teachers, aiming to provide access to the research and to the ideas and concepts studied and developed in this dissertation. Some of the challenges and best practices identified and researched throughout this study are made available in the guide, aiming to disseminate understandings and ways of giving importance to dance teaching to promote a more sensitive, creative education that fosters autonomy and respect for diversity in schools.
Descrição
A pesquisa trata do entendimento de dança-educação e de relações entre estas duas áreas de conhecimento no período entre os anos 1980 e 2010, em que houve um aumento de publicações, e da reflexão sobre o ensino impulsionado pela inclusão da dança nos currículos de escolas. Por este viés, articula autoras da dança e autores da pedagogia para fundamentar parâmetros de produção de autonomia, expressividade, criatividade e processo de criação, e respeito à diversidade de corpos e a contextos socioculturais de estudantes, visando fortalecer e valorizar práticas pedagógicas em dança no ensino em escolas. Como hipótese, a pesquisa apresenta a dança educação como pressuposto para integrar desafios do ensino como a diversidade e a produção de autonomia em salas de aula e para inspirar práticas e reflexões de licenciandos e licenciados de diferentes áreas, como pedagogia, educação física e mesmo dança, que atuem em escolas e que trabalhem com conteúdos de dança. Problematiza como o ensino em dança pode promover os parâmetros mencionados, se apoiando em revisão bibliográfica de autoras da dança como Ossona, Nanni, Marques, Wells e Strazaccappa e de autores da pedagogia como Freire e Eisner. E, além de revisão bibliográfica, a metodologia integra a elaboração de um protótipo de guia reflexivo e prático, como abordagem pedagógica interativa fundamentado no conceito de desenho didático interativo (Santos; Silva, 2009) destinado a professores, visando oferecer acesso à pesquisa e às ideias e conceitos estudados e desenvolvidos nesta dissertação. Alguns dos desafios e das boas práticas percebidos e pesquisados ao longo desta pesquisa estão disponibilizados no guia, visando disseminar entendimentos e modos de se dar importância ao ensino em dança para promover uma educação mais sensível, criativa e produtora de autonomia e respeito à diversidade nas escolas.
This research deals with the understanding of dance-education and the relationships between these two fields of knowledge from the 1980s to 2010, a period which saw an increase in publications and reflection on teaching driven by the inclusion of dance in school curricula. From this perspective, it brings together female authors from dance and male authors from pedagogy to establish foundational parameters for producing autonomy, expressivity, creativity, the creative process, and respect for body diversity and the sociocultural contexts of students, aiming to strengthen and value pedagogical practices in dance within school education. As a hypothesis, the research presents dance-education as a premise for integrating teaching challenges such as diversity and the fostering of autonomy in classrooms, and to inspire practices and reflections among prospective and graduated teachers from different fields—such as pedagogy, physical education, and even dance—who work in schools and deal with dance content. It problematizes how dance teaching can promote the mentioned parameters, relying on a bibliographic review of female dance authors like Ossona, Nanni, and Marques, and male pedagogy authors like Freire and Eisner. Furthermore, in addition to the bibliographic review, the methodology integrates the development of a prototype for a reflective and practical guide, conceived as an interactive pedagogical approach based on the concept of interactive instructional design (Santos; Silva, 2009). This guide is intended for teachers, aiming to provide access to the research and to the ideas and concepts studied and developed in this dissertation. Some of the challenges and best practices identified and researched throughout this study are made available in the guide, aiming to disseminate understandings and ways of giving importance to dance teaching to promote a more sensitive, creative education that fosters autonomy and respect for diversity in schools.
This research deals with the understanding of dance-education and the relationships between these two fields of knowledge from the 1980s to 2010, a period which saw an increase in publications and reflection on teaching driven by the inclusion of dance in school curricula. From this perspective, it brings together female authors from dance and male authors from pedagogy to establish foundational parameters for producing autonomy, expressivity, creativity, the creative process, and respect for body diversity and the sociocultural contexts of students, aiming to strengthen and value pedagogical practices in dance within school education. As a hypothesis, the research presents dance-education as a premise for integrating teaching challenges such as diversity and the fostering of autonomy in classrooms, and to inspire practices and reflections among prospective and graduated teachers from different fields—such as pedagogy, physical education, and even dance—who work in schools and deal with dance content. It problematizes how dance teaching can promote the mentioned parameters, relying on a bibliographic review of female dance authors like Ossona, Nanni, and Marques, and male pedagogy authors like Freire and Eisner. Furthermore, in addition to the bibliographic review, the methodology integrates the development of a prototype for a reflective and practical guide, conceived as an interactive pedagogical approach based on the concept of interactive instructional design (Santos; Silva, 2009). This guide is intended for teachers, aiming to provide access to the research and to the ideas and concepts studied and developed in this dissertation. Some of the challenges and best practices identified and researched throughout this study are made available in the guide, aiming to disseminate understandings and ways of giving importance to dance teaching to promote a more sensitive, creative education that fosters autonomy and respect for diversity in schools.
Palavras-chave
autonomia; dança; diversidade; educação; ensino da dança.