A dança folclórica regional numa escola pública municipal de Manaus (AM): a concepção da coordenação pedagógica e dos professores

Abstract

The present research has as its theme: The Regional Folklore Dance in a municipal public school in Manaus (Am): The conception of the pedagogical coordination and the teachers aims to analyze how the pedagogical coordination and teachers in a municipal public school in Manaus conceive the regional Folkloric Dances within the pedagogical proposals as an expression of movements, observing how dance is shown in the educational process. The dissertation studies carried out in the research present results centered on the following guiding questions: To what extent do regional folk dances value the expression of Art and bodily presence, leading us to seek pedagogical proposals in the dancing body in the direction of humanization in the school environment, as Does the school's pedagogical coordination and teachers conceive the inclusion and appreciation of the art of dance within the school? Why did we set out to understand educational processes through regional folk dances? How does the body and dance interaction happen in the school environment? Could it be that the standardized rhythm, the idea of a useful and disciplined body are part of the bodily experience as an expression of local Art and Culture? The theoretical assumptions that support the studies refer to Bourdieu's contributions with the notion of body and social habitus, Mauss' body techniques and the dimensions of Physical Education teaching by Daólio (1995; 2013) and Ehrenberg et. al (2014) and on folklore, Cascudo (2003; 2012), Silva (2011) and Marques (2012), among others. The work is also characterized as a qualitative approach, field research that took place through the collection of data obtained through field diary notes, documents concerning the school's PPP, and semi-structured interviews with research participants. The place of research is a municipal public school in Manaus. The research involved 07 (seven) participants, having one (01) pedagogical coordinator and six (06) teachers who work in elementary school I. The results of the studies conclude that the conceptions of the teachers and pedagogue, conceived through the pedagogical process of the folklore dances, are from the perspective of diversity as popular folkloric culture, which aggregates and articulates contents in the different areas of knowledge, as an art that educates through movement, having a social function through the connection of various disciplines, including the school community, which is justified by the dimensions of the educational process applied at school, teachers and pedagogues perceive that the discipline of physical education is presented as a common thread that has the specificity of executing the practicality of movement not only through dances, but through rhythmic, expressive and by traditional folkloric games, which leads participants to a feeling of being and living, through their awareness and humanization of individuals