O jogo pode se transformar em dança: uma intervenção pedagógica inclusiva na escola pública

Abstract

The work brings a reflection on the inclusion of students with deafness in school and the teaching possibilities, in dance classes for Elementary School. It is an experience report in the Municipal School of 1st and 2nd degrees Vicente de França Monte, located in São Gonçalo do Amarante / RN. Among the feasibility to work with artistic education, it was chosen to start body investigations through the game, as a reference point for pedagogical intervention. Our writing aims to reflect on the contributions of the game to the teaching of dance with deaf and hearing children; indicate a possibility of working the dance through the game; considering the historical body experiences brought by the students. We define that the methodology used involves qualitative descriptive research focus in a instrumental case study. The choice of the proposed theme favors students' knowledge, appreciation and resignification on the part of the students, as well as contributing to the understanding of the inclusive and symbolic relationships that are historically inscribed by the body. It is noticed that working with the content in an inclusive way allows to expand the students' intrinsic views on the way of perceiving the world, as well as allowing the discovery of other ways to contextualize the dance from the experiences lived by the students during the research.