Dança no ensino médio integrado e a política educacional reformista: perspectivas de docentes de Arte/Dança de Institutos Federais

Abstract

This research investigated the Dance proposals that make up the field of knowledge of Art offered in the integrated secondary education at Federal Institutes of Education, Science and Technology, as well as the reform of the new secondary education at implemented by Law nº 13,415/2017, which modified the Law of Guidelines and Bases of National Education nº 9,394/1996. We used the qualitative methodology of a multiple case study (Yin, 2001), using a research questionnaire, via the internet, to collect data on issues involved in everyday school life, with the aim of highlighting the presence of Dance in the curricula of Federal Institutes and the reformist policy, without dismissing the possibility of its repeal, based on the perceptions of artist-teachers from these Institutions. As a theoretical contribution, the ideas present in the proposals for legal guidelines and normative documents in force in the Brazilian educational system are addressed, permeated by critical-reflexive discussions on the reformist policy, through perspectives, among others, of Kuenze (2017), Ramos (2017) and Silva (2018). Addressing issues of coloniality in the formation of the social system and decoloniality, according to Gomes (2019), Grosfoguel (2019), Quijano (2010), and the articulations with the research object, from institutional education, as well as the teaching of Dance, is inserted in the Brazilian sociocultural, economic and political reality constituted by colonization. Regarding the different approaches to Art and Dance in public policies in basic education, we highlight, among others, Barbosa (2006, 2012), Matos (2014, 2023) and Vieira (2019). Regarding the history of the Federal Network, we highlight Pacheco (2011), Vidor et al. (2011), among others. The results revealed the existence of teachers qualified to teach Dance in the group of Federal Institutes researched, but it is still necessary to implement effective policies to include Dance as a curricular component, although the implementation of the reformist policy in these Institutions was not identified. In view of the results on a contemporary event involving various areas of knowledge, the perceptions and reflections on the changing territories of Dance in the integrated secondary education at Federal Institutes and the context of educational policies, point to the implications of the counter-reform of secondary education in the field of Art/Dance.