Dança na escola: perspectivas de professores de educação física na educação básica

Abstract

Dance, although one of the oldest cultural manifestations of humanity, still faces resistance in its full development in the school environment. Even though it is part of the content of Physical Education, it is often restricted to celebrations and festive dates. According to Sousa and Hunger (2019), several obstacles hinder its effective inclusion, such as the lack of teacher training and the lack of interest of some students. Caldas and Holzer (2016) highlight that the teaching of dance in schools faces several barriers, such as the lack of teacher training, lack of knowledge about how to teach, and the lack of interest of some students. This research aims to investigate the perspective of Physical Education teachers in basic education regarding the inclusion and practice of dance in the school context. This work is a qualitative descriptive approach, conducted using a field study. A semi-structured interview containing seven questions was used as the instrument for data collection. This work was developed with three Physical Education teachers who work in state and municipal schools of the public education system in the city of Palmas - TO. Of these three teachers, two also work in higher education. Data analysis was structured into seven thematic categories, developed based on the guiding questions of the interview and based on the participants' statements. Based on the narratives, it is observed that dance is present in schools and is recognized as a subject provided for in the National Common Curricular Base. Although there are challenges that make teaching dance in schools difficult, the teachers reaffirm the importance of this thematic unit in the school context.