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Ensino/aprendizagem de escritas em dança – uma abordagem metodológica inclusiva
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O processo de ensino/aprendizagem pode extrapolar o ambiente escolar direcionandose para uma educação em que os alunos estejam envolto de seu contexto sociocultural. O ensino das escritas em dança podem ser um caminho para a ampliação deste processo através de uma metodologia transdisciplinar. Este estudo problematiza a aplicação das escritas em dança no ambiente escolar por meio de uma metodologia inclusiva no contexto do 2º Ciclo do Ensino Básico e a utilização de ferramentas de expressão criativa/artísticas na elaboração das escritas em dança. Além de compreender como as escritas em dança podem contribuir para o ensino/aprendizagem e incrementar o processo de inclusão no contexto da educação portuguesa. O estudo também objetiva refletir sobre a historicidade da dança cénica ocidental, seus atravessamentos excludentes na educação, bem como o potencial metodológico das escritas em dança articulado com o Plano Nacional das Artes (PNA). Além de indicar uma Proposta de Trabalho que possa ser aplicada no ambiente escolar na elaboração das escritas em dança. A Investigação assenta num paradigma qualitativo por meio de uma pesquisa exploratória com análise documental e bibliográfica. Em seu corpus, o estudo expõe um conjunto de reflexões sobre a inclusão, educação e ensino, dança e escrita, se utilizando de um enquadramento teórico basilar como o PNA, Decreto-Lei n.º 54/2018, de 6 de julho, o autor Jacques Derrida – com intuito de apresentar entendimentos acerca das escritas em dança – entre outros autores que discorrem sobre inclusão e educação.
The teaching/learning process can extrapolate from the school environment towards an education in which students are involved in their sociocultural context. The teaching of dance writing can be a way to expand this process through a transdisciplinary methodology. This study problematizes the application of dance writing in the school environment through an inclusive methodology in the context of the 2nd cycle of basic education and the use of creative/artistic expression tools in the elaboration of dance writing. In addition to understanding how the writings in dance can contribute to teaching/learning and increase the process of inclusion in the context of Portuguese education. The study also aims to reflect on the historicity of western scenic dance, its exclusionary crossings in education, as well as the methodological potential of written dance articulated with the Plano Nacional das Artes (PNA). In addition to indicating a Work Proposal that can be applied in the school environment in the preparation of dance writings. The research is based on a qualitative paradigm through an exploratory research with documentary and bibliographic analysis. In its corpus, the study exposes a set of reflections on inclusion, education and teaching, dance and writing, using a basic theoretical framework such as PNA, Decree-Law No. 54/2018, of July 6, the authors Jacques Derrida and Cristian Bernich – in order to present understandings about dance writing – among other authors who discuss inclusion and education.
The teaching/learning process can extrapolate from the school environment towards an education in which students are involved in their sociocultural context. The teaching of dance writing can be a way to expand this process through a transdisciplinary methodology. This study problematizes the application of dance writing in the school environment through an inclusive methodology in the context of the 2nd cycle of basic education and the use of creative/artistic expression tools in the elaboration of dance writing. In addition to understanding how the writings in dance can contribute to teaching/learning and increase the process of inclusion in the context of Portuguese education. The study also aims to reflect on the historicity of western scenic dance, its exclusionary crossings in education, as well as the methodological potential of written dance articulated with the Plano Nacional das Artes (PNA). In addition to indicating a Work Proposal that can be applied in the school environment in the preparation of dance writings. The research is based on a qualitative paradigm through an exploratory research with documentary and bibliographic analysis. In its corpus, the study exposes a set of reflections on inclusion, education and teaching, dance and writing, using a basic theoretical framework such as PNA, Decree-Law No. 54/2018, of July 6, the authors Jacques Derrida and Cristian Bernich – in order to present understandings about dance writing – among other authors who discuss inclusion and education.
Descrição
Palavras-chave
Ensino Inclusão Dança Plano Nacional das Artes Escrita Teaching Inclusion Dance National Plan of the Arts Writing
Contexto Educativo
Citação
Editora
Licença CC
Sem licença CC