AS POLÍTICAS EDUCACIONAIS PARA ARTE/DANÇA E OS MODOS DE INSERÇÃO DO LICENCIADO EM DANÇA NO ENSINO PÚBLICO EM MINAS GERAIS

Abstract

This study aims to analyze whether national and state education public policies include Art / Dance as part of the curriculum in the context of public schools in the Brazilian state of Minas Gerais and whether qualified Dance graduates are inserted into the curriculum. For this analysis, an online questionnaire was completed by Dance degree graduates from the Federal University of Minas Gerais (UFMG) and The Federal University of Viçosa (UFV), these being the only two universities offering a Degree in Dance in the State of Minas Gerais. Looking at the results of these questionnaires and also at the legal basis and curricular directives in relation to the teaching of Art in Basic Education, we analyze microdata from the School Census (2017), through which we obtained a panorama about the teachers working in the curricular component of Art and Dance, both on a national level and in the State of Minas Gerais. In order to increase the amount of qualitative data, semi-structured interviews were carried out with five qualified Dance teachers working in different schools and municipalities in Basic Education, and with an educational manager from three municipalities containing graduates participating in this research. The data was analyzed using quanti-qualitative methods (Creswell e Clark, 2007), and was triangulated with the analysis of various documents related to education policies on a national level and in the state of Minas Gerais. In this study, three educational networks were identified as being those in which the Dance graduates who participated in the study were most present: the municipal education network of Juiz de Fora, which showed the most positive scenario concerning the appreciation of Art/Dance in public education policies, the state education network of Minas Geraism and the local network of Viçosa. In the latter two networks, the results show that the public education policies do not contribute to the insertion of Dance, and classroom hours for the teaching of Art have been reduced, with this subject being by teachers without qualifications in this area. Based on the data obtained in the research, we observe that the relationship between national, state and municipal public education policies and the school context, occurs in different ways. Despite the fact that Dance is present in some schools, we can see that selections are not always made via public selection exams used to qualify Dance degree graduates as teachers of this subject area within the curriculum, meaning that these teachers work for only short periods within the Basic Education system. We observe that, in the contexts analyzed, there is a variation between: 1- the understanding of Dance as belonging to the area of Art, at the moment of contracting the role, 2- the multi-purpose role of the Dance graduate teacher and 3- different perspectives in schools in relation to the presence of Dance present in the school context. In general, based on the data collected in this study, we can see that there is still an insignificant presence of Dance teachers in Basic Education, as shown in the microdata of the School Census (2017). Furthermore, in the specific scenario of school networks in the State of Minas Gerais and in the local area of Viçosa (Minas Gerais State), the education policies of these contexts do not contribute to the effective insertion of Art/Dance in accordance with national public policies.