Da dança que se pensa para a dança que se dança

Abstract

The purpose of this dissertation is to present the guiding principles of the research project Da dança que se pensa para a dança que se dança (From the dance that is thought to the dance that is danced), which was conducted within the Art component of public school education in the city of Rio Verde, Goiás. The general goal of the research was to investigate the ways in which the students of the Escola Municipal Rural de Ensino Fundamental Vale do Rio Doce in elementary school II (6th to 9th grade) approach dance from an aesthetic-sensitive dimension and from a critical-emancipatory perspective. Methodologically, the study is characterized as a qualitative research of artistic character associated with dance at school. The qualitative research was configured as a participant research, involving 153 students enrolled in the Elementary School II. By means of the diagnostic analysis the profiles of the students were identified and the types of experiences they had with dance, constructing a map with their experiences and expectations of the subject. From this mapping, dance actions were planned and developed in order to provoked a broadening of their view and perceptions of dance, of reality and of the world. The pedagogical work carried out also sought to recognize the relevance of technological devices in the creative process of dance, promoting the engagement of the students in artistic productions through the interaction provided by the app's TikTok, WhatsApp and Instagram. Aiming to analyze the displacement of children in relation to dance, testimonials were collected to present the particularities of the experiences lived during the development of this pedagogical work. The audiovisual registers of the process and the oral and written testimony were assembled in an artistic-pedagogical format in the form of a documentary, which was entitled "Dança você faz eu me sentir muito confuso, mas eu amo você".