01. Universidade Federal Rural de Pernambuco - UFRPE (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/1
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Item Influência da prática sistemática de dança no comportamento e desempenho escolar a partir da percepção de pais e professores(2019-07-17) Souza, Bianca Tude de; Pirauá, Natália Barros Beltrão; http://lattes.cnpq.br/1778511907021100; http://lattes.cnpq.br/7446095719529260It is already known that dance as a physical activity can provide the individual several health-related benefits. Some studies have pointed out that, in addition to these benefits, the systematic practice of physical activities can have a positive effect on school performance. However, it is not known whether dance, specifically, can influence children’s behavior and school performance. In this sense, the objective of the present study was to analyze if the regular practice of dance, while extracurricular content, can influence chilçdren’s behavior and school performance, from the perception of parents and dance teachers of two private schools of Recife/PE. For such, a descriptive study was carried out, with a quali-quantitative approach. Twelve parents/guardians of children practicing dance and three dance teachers from two private schools located in the North Zone of Recife/PE participated in the sample. As a data gather instrument, it was used a questionnaire for parents/legal guardians and another for teachers. The questionnaires contained open-ended and closed-ended questions, and were selfapplied. The results show that the parents/guardians participating in the study perceive that the children have a school performance that varies from good to very good, but do not make a relation between the dance practice and the students' school results, although they perceive the children's dance practice as a positive extracurricular activity. Parents and teachers recognize that children changes acquired from regular participation in dance classes, which can positively influence their school performance. The set of data allows us to conclude that parents and teachers, although they recognize positive contributions of dance practice in the children's behavior, cannot perceive dance as an agent in school performance.Item A estruturação espaço-temporal a partir da dança na Educação Física Escolar: contribuições para a educação psicomotora(2018) Souza, Géssica Maria Duarte de; Pinho, Ana Flávia Araújo; http://lattes.cnpq.br/5165723460219140; http://lattes.cnpq.br/4693762255449264Dance, besides being a rich content of Physical Education (PE), is a field of knowledge that has as object of action the perception of corporeity and human movement. Its teaching-learning process requires opportunities to experience experiences that contribute to the development of capacities: motor, emotional, creative and cognitive. The specifics and generalities of Psychomotor Education (PE) applied in school PE classes, and especially in dealing with Dance content, bring a relevant expansion of the competences associated with child development, especially in the focus of this study, which takes the stage of Space-Time Structuring (TSE). In the search to instrumentalize PE with this relevant PE content, the following question arises: how can Dance content in school physical education contribute to children's PE in the TSE phase? The general objective of this research was to understand how the Dance can contribute in the Psychomotor Education of children, referring to TSE. By tracing a clipping in it, we identified which aspects of the child development phase focused on TSE; we classify the perception of the elements of space and time in the EP and; we investigated in the documents of the school PE the learning contributions of Dance content from the relation body-space-time. The literature review was chosen to characterize this research. This work attributes a qualitative nature of exploratory type that, through a critical and systematic analysis through its bibliographical survey and also through documentary analysis, was able to deepen us in the object of study in a multidimensional way. After understanding the process of developing TSE and how the Dance content of PE is organized in the official documents that guide its knowledge, we conclude that the Dance offers through its practice contributions to its body awareness, the maturation of its sensory-motor perceptions , that result in a favorable way in the development of the language, having as main medium the human movement. Thus revealing the irrefutable link between the contributions of Dance practice in school EF and psychomotor development