01. Universidade Federal Rural de Pernambuco - UFRPE (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/1
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Item A educação física nos anos iniciais do ensino fundamental: a organização do conhecimento dança no Currículo de Pernambuco(2024-09-24) Xavier, Walquiria Wallesca dos Santos; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/0060873264361246Dance content has had less and less space in schools. Little by little, it has been neglected and advocated for its cultural and social aspects. Such content is expressed in documents as a form of expression of body language, which makes it difficult for teachers to systematize it. Given this, this research aims to understand the organization of knowledge about dance in Physical Education classes for the initial years of Elementary School in schools, based on the Pernambuco Curriculum. To this end, we defined as specific objectives, identifying dance as a theme and its contents for Physical Education classes, as well as how its contents are organized for the initial years of Elementary School in the Pernambuco Curriculum. The study proposes, through a bibliographic and documentary study, of a qualitative nature, to understand the importance of the theme of dance in Physical Education classes at school, discussing the social role of the school and Physical Education as a mandatory curricular component in Basic Education. Then, the specificity of dance and its contents are presented, and then how the organization of this theme occurs in the Pernambuco Curriculum. Based on the analysis, we highlight that the Pernambuco Curriculum for the organization of dance content in the initial years of Elementary School, within its possibilities, is characterized as a document that seeks to maintain the theme of dance and its cultural identity, preserving its essence, but it also presents itself as a conservative document, as it does not address issues involving the debate of gender, race, ethnicity, religion, among others, with the objective of improving the teaching-learning process, based only on bodily experimentation, not helping students to develop a deeper and more meaningful understanding, not relating reality and the social context to the content of dance.Item Educação física escolar e dança: um estudo sobre os trabalhos publicados no CONBRACE(2023-05-03) Souza, Estefane Ryana Fernandes; Lira, Maria Helena Câmara; http://lattes.cnpq.br/1315487815493191; http://lattes.cnpq.br/1315487815493191Dance is a knowledge that transits in school spontaneously, but also systematically within curricular components such as Physical Education. The challenges to approach dance within a curriculum proposal are countless. Given this, what has been studied and published about dance and school in academic-scientific events of Physical Education? This monograph makes a literature review of texts published in the Brazilian Congress of Sports Sciences (CONBRACE), on dance in School Physical Education, from 2017 to 2021, analyzing the problematizations that accompany the teaching and learning of dance in school. The results show that different regions of the country are interested in this knowledge in different ways, from the dance modalities addressed to the problematizations and thematizations carried out from this cultural expression. The analyzed studies also demonstrate the sensitivity of the subject in adverse situations, such as the pandemic, and the pedagogical challenges that surround dance at school. We conclude, among other issues, how much dance is necessary to broaden a perspective of integral education and to break cultural prejudices at school and within Brazilian society.Item As percepções dos professores de Educação Física sobre a influência do TikTok no ensino de dança na escola(2023-04-26) Santos, Marcos Vinícius dos; Pirauá, Natália Barros Beltrão; http://lattes.cnpq.br/1778511907021100Dance has been present in human life since the beginning, and its relationship society has promoted mutual transformations, until today we arrive in a more connected world. Technology has been increasingly used as a pedagogical including in Physical Education at school. TikTok is a social media platform that become popular among young people and can be a useful tool for teaching dance. But it can still be thought of as a challenge in the school setting. Therefore, present study investigated how Physical Education teachers perceive the influence Tiktok in Dance classes in Physical Education at School, and how they face Media Dances in their teaching methodology. 20 school Physical Education teachers, from different parts of Brazil and with insertion in public and/or private schools, answered digital questionnaire about their experiences with dance, their methodologies their personal and professional relationship with Tik Tok. The results of the study show that teachers perceive the influence of Tiktok, not only in Dance classes, but Physical Education in general. In addition, some teachers make use of bringing students closer to Media Dance to carry out provocations about some aspects Media Dance. The data set allows concluding how teachers perceive the influences of Tiktok in Dance classes and exploring teaching and research on topics like this innovative and important for educational debates about the importance and potential that technological tools have for advancement of the teaching-learning process.Item A Coeducação também dança: reflexões para a Educação física escolar(2018) Vasconcelos, Rayssa Hellena Almeida de; Lira, Maria Helena Câmara; http://lattes.cnpq.br/1315487815493191; http://lattes.cnpq.br/5183275366156518This research seeks to analyze the possibilities of working the dance/education from coeducational principles, seeing dance as content of School Physical Education classes, form of expression, art, science, psychomotricity and body culture. Through a bibliographical research we were able to unveil the details of the coeducation theory studied by Daniela Auad (2003, 2003b, 2004b, 2005, 2006, 2010, 2015, 2016) and the methodology of dance education, developed by several authors such as Laban (1978, 1990), Marques (1999, 2010, 2011) and Nanni (1998, 2002), finding approximations and distances that showed possibilities of union. Finally, we report the experience of extension projects based at the Federal Rural University of Pernambuco, during 2015 and 2016, where dance and gender relations worked in a single propositional rhythm, that of dance/coeducation.