A dança a partir do ritmo nos anos iniciais: uma proposta didática para estudantes de uma escola pública do município de Pacatuba/CE

Abstract

When we teach physical education classes from kindergarten to high school, we realize that dances are highly acceptable at different levels of education, depending on the form and which styles are being worked on at each stage. Therefore, the objective of this research was to develop a didactic proposal centered on the Thematic Unit – Dances, which can support Physical Education teachers to plan on the subject, with a 3rd year class of the Initial Years of Elementary School in the city of Pacatuba/CE . The participants in the experience were children from a 3rd year class (morning) at the Walney do Carmo Lopes Early Childhood Education and Elementary School in the 2023 school year. The work had a qualitative character, through a descriptive experience report, interpreting data observed in the process teaching-learning process of a pedagogical sequence. The instruments for collecting data in the field research were a structured pedagogical action plan with eight moments, a field diary of the teacher-researcher and a portfolio of activities carried out by the students during classes. The objectives of this study were achieved, as a didactic sequence was developed and experimented with children from a 3rd year class in the early years of elementary school. They managed to present all the requested activities based on their personal cultural heritage even without prior knowledge of the topic, building their identity and idea of dance based on rhythm. Which can support and reference future planning for EFE teachers. The sequence was described with details of the children's understanding of the subject. Analyzing the potential of this research, we can highlight that it starts from something that is intrinsic to all human beings, the rhythm and, beyond this, the culture and child identity that are exclusive to each student. From this, knowledge is built together based on what students know and the aim is to expand this repertoire of knowledge. The limits of this research regarding the interference with the growth of the teaching and learning process are mainly due to 3 factors. Due to time, as the classes are short, only one hour per week, which somewhat limits how much this content could become even more meaningful and collaborative in the children's teaching and learning process. For the perception of dance in/at school beyond choreography productions for school events. Due to religious restrictions imposed by family members within the school, which prevent knowledge of various bodily practices, including dance. Nursery rhymes seem to be reduced in children's general repertoire. The dance attracted the attention of students with intellectual disabilities. Common sense was shown in the children's drawings that were repeated when symbolizing each musical style. We conclude this research by stating that countless objects of knowledge and thematic units can be developed through planning and research.