O ensino da dança na educação física escolar no ensino médio e as relações de gênero: caminhos para uma prática inclusiva

Abstract

Dance is understood as a social, cultural and historical phenomenon that has undergone various transformations and meanings over the years. In the school context, it is part of the body culture of movement in physical education and is included in the National Common Curricular Base (BNCC). However, this subject is still sensitive because there is a lot of prejudice and stereotyping towards those who do or teach dance. In this way, this work aims to reflect on how the BNCC document for secondary education makes it possible to discuss gender relations and to present an experience report from the supervised internship, pointing out the discussions and pedagogical paths for teaching dance and gender at school. The methodology used was a documentary analysis of the BNCC for secondary education, identifying the possibilities for approaching discussions on gender relations. This analysis was based on a critical social and multiculturalist perspective. The analysis focused on aspects relating to physical education and centered around the following problem: the relationship between competences and skills and the theme of gender relations and identity issues. This was followed by an experience report carried out during a supervised internship in secondary school physical education, which sought to discuss how dance and gender relations were related in this context and, finally, a pedagogical proposal for teaching dance and gender. It was observed that the BNCC document for secondary education makes generic notes on the subject of gender, as well as the only skill related to Physical Education. In the experience report, it was observed that dance is still unsystematized content and reduced to festive moments at school. Boys are ashamed or refuse to do rhythmic activities and dance, and the selection of songs listened to and danced to by students during break times reinforces prejudices and stereotypes. In the end, pedagogical practices were proposed with the aim of getting students to reflect on dance and gender relations in different contexts. Thus, dance is an important part of culture, but it is still little dealt with in the school context, as well as suffering from gender prejudice.