Dança como componente curricular: uma educação integral em Teresina – Piauí

Abstract

The research addressed dance as a curricular component of Elementary School. The main objective was to investigate knowledge and theoretical-practical practices of a conceptual, procedural, and attitudinal nature to formulate a proposal for a curricular framework for teaching Dance as a component of Elementary Education, in Full-Time schools in the City of Teresina, Piauí. The following questions mobilized the development of the investigation: in what way/s is Dance inserted in schools? How has Dance been approached in Elementary School? What are the main advances and challenges of inserting Dance in Elementary School as a curricular component? From the insertion of Dance by the Municipal Education Department of Teresina, Piauí, we compose our methodology based on the cartography method, in the form of a research~intervention, developed from the following question: What can Dance as a curricular component in the Elementary school? The presentation of the thesis is in rhizomatic perspective, from the thought of Gilles Deleuze and Félix Guattari, composed of seven buds. Among the research intensities, we are mainly dedicated to investigating the initiative underway in that municipality, since 2018, which has been consolidating Dance as a curricular component in Full-Time Schools. To do so, we approach notions such as: body, dance, dance teaching, integral education, autonomy, and emancipation in dialogue with studies of researchers such as: Isabel Marques, Beth Rangel, Rita Aquino, Shara Adad, Thiago Assis, Paulo Petronílio, Paulo Freire, Jaques Rancière and Boaventura de Sousa Santos. We also carried out a review of the trajectory of insertion of Dance in Elementary Education from the LDB 9.496/1996 to the implementation of the BNCC and a mapping of curricular references in Dance, in the capitals of twenty-six Brazilian states and the Federal District. The research resulted in the publication “Dance Curriculum Component: a proposal for Elementary Education” – a curricular reference conceived in four intertwining axes: studies of the body; relations between the body and the world; historical contextualization; and process of creation as learning. As it presupposes the co-implication between the training of teachers and didactic-pedagogical praxis, and due to the contingency that there is no degree course in Dance in Piauí, the process of preparing the publication took place in dialogue with teachers from the municipal network in contexts of continuing formation course, promoted by the SEMEC/Teresina itself in 2020, one of which in partnership with the Federal University of Bahia as an extension course. This proposal was also experienced with elementary school children and young people in different schools, from 2020 to 2022. The research results confirm that understanding Dance as an area of knowledge, from the perspective of a curricular component of Elementary School, directly contributes to education of children and young people in contemporary times, which, here, we treat as artistic~educational training.