A dança como recurso didático no processo de ensino-aprendizagem nos anos iniciais do ensino fundamental

Abstract

This study addresses the importance of dance as a pedagogical strategy in the process of teaching and learning in the final years of elementary school. The interest for this study took place from my experiences in a public school, located at Nova Descoberta, Natal/RN, during the performance of my not obligatory internship and Tutoring Institutional Scholarship Program (PIBID). At that time, I observed the lack of interest from students in regular classes, realizing, however, that they were demonstrating greater involvement in activities that encompassed the dance. With this, the following issues emerged from this research: How can dance be a didactic resource during class, since the interest in artistic language is considerable. How can we include artistic language (dance) in certain content that are part of the school curriculum? The relevance of this research is justified by the need to question the absence of more dynamic, innovative activities that could make the relationship of the teaching and learning more attractive for students of the elementary school final years, minimizing the reproduction of saturated and discouraged curricular activities. In this sense, we consider that dance can be an important tool to deconstruct stereotypes and promote, through this, learning supported by diverse features that often are at the margins of the official curricular perspective, and may become emancipatory democratic pedagogical practices and motivating (Silva, 2011). Therefore, we chose an exploratory study, seeking to identify bibliographic reference on topic such as LDB, PCN AND PPP at schools. A qualitative research using a survey was also developed in way to strengthen our premise: consider dance as a didactic and pedagogical resource to be thrown in the activities of the teaching-learning process. Furthermore we consider that dance is a strategic resource to enhance the development of elementary school children in a transdisciplinary way, helping them to overcome social, motor, affective and cognitive challenges (Vederi, 2009), making more critical citizens that are able to express themselves through various forms of language.