Dance: a content challenger

Abstract

BACKGROUND: Dance emerges as a challenging content, as it usually faces three initial barriers, namely: teachers’ insecurity in developing it, resistance by students and the structural context of schools. OBJECTIVE: The aim of this study was to report the experience of teaching dance in Physical Education. The experience was developed with students of the 4th grade of the elementary school of a municipal school of São José (SC). METHODS: Regarding the development of this experience, it is noteworthy that the dance content was applied in the first semester of 2018, from April to July (totaling 48 classes). Regarding the planning of activities, to meet the expectations of students and for success in the development of dance, it was thought of performing it in stages, which involved specific strategies to meet the proposed objectives, dividing them into rhythmic activities, musical rhythms and dance performance for the school community. RESULTS: The results were positive, as the children were more knowledgeable about musical rhythms, with greater body control in performing choreographies and with cooperative and supportive attitudes among them. The content went beyond the motor scope, overcoming prejudice, shyness, failures, providing students to learn through dance to respect each other, solidarity with peers, cultural diversity present in rhythms, gender equality, in short, a tangle of relationships, information, and knowledge that are important elements for the formation of the citizen. CONCLUSION: It is concluded that dance can be developed through diversified experiences, which aim to guide students in the discovery of their skills.