Proposta de unidade didática e material de mídia para o ensino das danças regionais na educação física escolar

Abstract

The guiding theme of this work is the teaching of folk dances in the curricular component of Physical Education in Elementary School. According to the National Common Curricular Base, the dance thematic unit must be offered to students in the 1st to 9th year of elementary school exploring regional dances, dances from Brazil and the world, indigenous and African, popular, urban and ballroom dances. Despite its mandatory teaching, dance content at school is restricted to festive events and school games due to a series of problems such as: lack of affinity and experience/training (initial or continued) of the physical education teacher, sportivization of teaching and prejudice. This problem and difficulty in teaching dance in school physical education raised concerns about how classes could be organized with content accessible to teachers and students. Thus, this work has the general objective of presenting a proposal for a didactic unit for teaching regional dances (quadrilha and frevo) and media material to support physical education teachers aimed at the first years of Elementary School. This work is characterized as a technical product characterized as an educational product and typified as a didactic sequence and media material. For the didactic unit, eight lesson plans were created, guided by the critical-overcoming methodology for teaching square dancing (4 classes) and frevo (4 classes). Next, two videos available on the YouTube platform were presented, lasting between 4 and 7.5 minutes. In these videos there is a brief explanation of the dance, history and characteristics and basic steps for the teacher to consult. The purpose of this educational product is to understand that dance is essential in Physical Education classes as a mandatory content from the initial grades to the final years, as it is very rich in subject matter to be worked on in schools, being fundamental for the development of the student, both in the social aspect as well as in the emotional and cognitive aspect. Furthermore, the purpose of this work is to present paths that do not end in themselves, but that open up possibilities for teaching dance.