Abstract

BATALHA, Cecília Silvano  and  CRUZ, Giseli Barreto da. Teaching of dance in school: challenges and perspectives in the vision of teachers. Rev. Diálogo Educ. [online]. 2019, vol.19, n.62, pp.1273-1296.  Epub Jan 30, 2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.19.062.ao04.

This paper is a research report with the objective of understanding how teachers with higher education degree in Dance, who worked or are currently working with public basic education, perceive the teaching of Dance and, beyond that, what they do (if they do) to favor their insertion in school curriculum. The article focuses on some of the results obtained with the study, focusing specifically on aspects related to the insertion of dance in the school curriculum, considering four analytical axes: i - production of knowledge through the body; ii - possibility to work on social and human issues; iii - multicultural issues present in the insertion of dance in the curriculum; iv - structural difficulties for teaching dance in school. The theoretical referential includes Cochran-Smith & Lytle (1999; 2002), Gauthier (2006); Schön (2000); Canen/Ivenicki (2012; 2014); Marques (2010; 2011; 2012) and Strazzacappa (2010; 2012). Methodologically, it was operated with documental analysis and semi-structured interview. The results of the research indicate that the insertion of the dance in curriculum is an evident challenge for the teachers, even if it is recognized that this teaching can be a powerful place for the knowledge production through the body, making a more comprehensive education possible.

Keywords : Curriculum; Teaching of Dance in School; Teacher Education.

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