Os sentidos do conteúdo dança nas aulas de educação física: um diálogo com professores e alunos do ensino médio

Abstract

Considering the dance content in School Physical Education classes, as a pertinent theme for the development of classes in favor of amplifying the physical, social, emotional and cognitive dimensions of students, this research aims to identify the meanings of dance for Education teachers Physics and students in the 3rd year “A” of High School, aged between 17 and 19, present the similarities and differences between the assigned meanings. The research took place at EEPI, located within the Applied Research Educational Center (CEPA) on Avenida Fernandes Lima, - Farol, Maceió - AL. The study followed the methodological procedures of qualitative research (MINEIRO, 2022). from the social constructionism movement focused on discursive practices and production of meaning, considering the ethical-political positions involved in the research to be relevant (SPINK, 2013). The research included the participation of three Physical Education teachers from the school, two of whom were male and one was female, and twenty-nine students from the 3rd year “A”, eleven boys and eighteen girls. For this, a semi-structured interview was carried out with the teachers and a structured interview with the students, which were recorded with a cell phone recorder, based on exhaustive listening, transcribed and grouped into categories. Each question became an analysis category, where the most relevant statements from the participants were grouped together to interpret the data. As a result, the data demonstrated that teachers have knowledge about Dance, but do not work on this content in Physical Education classes. It was also possible to verify that students have an understanding about dance, but in an empirical way, acquired through their social relationships.