Typical dances: the teaching of dance from the perspective of the dimensions of the contents

Authors

  • Pollyane Barros Albuquerque Vieira Federal Institute of Education, Science and Technology of Pará
  • Elisabete dos Santos Freire São Judas University.
  • Graciele Massoli Rodrigues São Judas University

DOI:

https://doi.org/10.5007/2175-8042.2018v30n55p248

Abstract

Physical education has had and remains a strong predominance of sports contents at school. From the 1990s, new contributions emerge in physical education, with new themes / content in the classes. However, the dance still infrequent in school’s physical education classes. This report of experience aims to re-signify the practice of pedagogy of dance, in a dialogical relationship between teacher and student. The analysis was based on an Interdisciplinary Project where lived two contents: the “quadrilha” and the “carimbo”. We identified the redefining the dance content with an experience that transcends the "Know-how", and an opportunity to reflect on the gender aspects, sexuality and religious diversity.

Author Biographies

Pollyane Barros Albuquerque Vieira, Federal Institute of Education, Science and Technology of Pará

Full Degree in Physical Education and Specialist in Physical Education at the University of Pernambuco (2007). Master in
Physical Education at São Judas Tadeu University (2014). Doctor student in Physical Education at São Judas Tadeu University. She is a teacher at basic technical and technological education of the Federal Institute of Education,
Science and Technology of Pará (IFPA). Has experience in the field of Physical Education, with an emphasis on Secondary Education, in the following subjects: school physical education, dialogic practices, pedagogical practices, curricular teaching materials, didactic material.

Elisabete dos Santos Freire, São Judas University.

Graduated (1990) and Master (1999) in Physical Education by the University of São Paulo and PhD (2012) in Physical Education by the São Judas University. She acts as a teacher in undergraduate and graduate Post Graduation Stricto Sensu in Physical Education, São Judas . He also worked with the Teaching of Physical Education in School, working at the different levels of basic education, which motivated the choice of the main line of research which is dedicated: Physical Education, School and Curriculum. In recent years it has developed research on school knowledge to be learned in Physical Education, and especially on the construction of values in the school. He coordinates the Group of Studies and Research in Physical Education,
School and Curriculum - GEPEFEC.

Graciele Massoli Rodrigues, São Judas University

Degree in Physical Education and Specialist in Physical Education for People with Disabilities (Federal University of Uberlândia - 1994) holds a Master's and PhD in Physical Education from the University State of Campinas (1998) and (2002). Has experience in the field of Physical Education and Dance in school and non-school contexts working mainly on the following topics: adapted physical education, adapted sport, inclusive physical education, aging and activity physicians, elderly people's groups, disability and
It coordinates the Study Group on Physical Education and
Persons with Disabilities at São Judas University. Currently it is professor at the Jundiaí School of Physical Education and Stricto Sensu Post-Graduation Program in Physical Education and Aging Sciences of the São Judas University.

References

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KUNZ, Elenor. Educação física: ensino & mudanças. 2.ed. Ijuí: Ed. Unijuí, 2001.

OLIVEIRA, Rogério Cruz; DAOLIO, Jocimar. Educação intercultural e educação física escolar: possibilidades de encontro. Pensar a Prática: Goiânia, v. 14, n. 2, p. 1-11, maio/ago. 2011.

PAES, Salete Dubra. O Lugar das Práticas Dialógicas no Ensino da Língua Inglesa. Pesquisa em Pós-Graduação - Série Educação: v. 3, n. 6, p. 113-120, 2011.

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Published

2018-10-09

How to Cite

VIEIRA, Pollyane Barros Albuquerque; FREIRE, Elisabete dos Santos; RODRIGUES, Graciele Massoli. Typical dances: the teaching of dance from the perspective of the dimensions of the contents. Motrivivência, Florianópolis, v. 30, n. 55, p. 248–257, 2018. DOI: 10.5007/2175-8042.2018v30n55p248. Disponível em: https://periodicos.ufsc.br/index.php/motrivivencia/article/view/2175-8042.2018v30n55p248. Acesso em: 6 dec. 2025.

Issue

Vol. 30 No. 55 (2018)

Section

Porta Aberta

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