Resumo:
Dancing to alfaletrar didactic - pedagogical proposal for elementary school, is the theme of the research developed in the Professional Master's Program in Dance at the Federal University of Bahia, PRODAN. The research environment, which is entirely linked to elementary education, is the Municipal School Acelino Maximiano da Encarnação, which is placed in Salvador, Bahia. The core question of the research is involved in the development of strategies as contributions of Dance to the learning process of children's literacy and literacy in a playful way, through collaborative games. The educational area needs to recognize the integration of movement, with dance, in children's learning for cognitive, emotional, motor, and intellectual development, in a wide space. A relevant reference for this research is the illustrious professor Magda Soares (2021) with her conceptualization “alphaletrar.” Luckesi (2005) teaches about playfulness. The understanding of Dance as a cognitive action of the body, in the educational field (and in others) are Rengel (2005) highlighting the notion of corporeactivity and Pinto (2019) who explains the cognitive awakening in learning in Dance. Damásio (2021) teaches and deepens the action of feeling and knowing for cognition. The methodological approach stands out in the elaboration and preparation of teaching materials, which were developed with own resources. For the research, a bibliographical review and laboratories for the manufacture and action of the products developed were carried out, with which I was able to register the involvement of the children in the use of the materials and the results achieved. The didactic materials developed are: Words that dance; Ludic Dance Dictionary, which is subdivided into cognitive Hobbies, with word searches, crosswords, drawings and poetry; Dancing Stars Game; Movable Alphabet Game and Dance Diary. As a result, Dance to alphabetize proved to be highly fruitful in children's learning in the broad spectrum of cognitive aspects, in their social, emancipatory and artistic enjoyment dimensions, strengthening the relationship between each student and the environment in which they learn, despite the difficulty and the precariousness of public education.
