A dança como conteúdo nas aulas de Educação Física nas escolas estaduais de Parintins

Abstract

Recognized by the National Common Curricular Base (BNCC) as one of the physical activities that integrate the Physical Education curriculum, dance contributes to students' motor, cognitive, affective, and social development. However, its presence in classes appears to face challenges such as cultural resistance, lack of infrastructure, and limitations in teacher training. Therefore, this study aims to analyze how dance is approached in state schools in the municipality of Parintins. This descriptive, qualitative study involved semi-structured interviews with 15 Physical Education teachers from the municipality's state school system. Data analysis was performed using Bardin's (2016) content analysis technique. Data analysis revealed that most teachers teach dance in the second semester to take advantage of school festivities. Folk and urban dances are frequently used, but they face barriers such as religion, gender issues, and lack of space and materials.