A técnica Klauss Vianna para o ensino de dança na Educação Infantil
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Data
2020-07-04
Autores
Costa, Priscila Rosseto
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Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho tem como objetivo levantar aspectos do ensino de dança a partir da Técnica Klauss Vianna na educação infantil, discutindo seus limites e potencialidades. Esta pesquisa foi desenvolvida em duas fases: a primeira de levantamento bibliográfico e a segunda de coleta de dados por meio de entrevista semiestruturada com quatro professoras que atuam na rede pública ou privada de ensino. As docentes entrevistadas lecionaram ou ainda lecionam para crianças de 03 a 05 anos de idade, e desenvolveram a dança como o um dos conteúdos de ensino a partir da Técnica Klauss Vianna. As propostas são introduzidas em formato de brincadeiras que servem como meio de investigação do movimento para dançar. Verificou-se que as manifestações produzidas nas aulas de dança, tais como, espontaneidade e expressividade não foram bem aceitas pelas instituições escolares por motivo da intensa movimentação e barulho que causaram nestes espaços. Supõe-se que essa resistência por parte das organizações escolares deu-se pela recente inclusão da educação infantil definidas pela legislação ou ainda pela formação conservadora dos profissionais que atuam nesses espaços. Pondera-se a importância de discutirmos a formação profissional que acolha a criança e leve em conta a sua necessidade de movimento, uma vez que é sua linguagem.
This essay aims to raise aspects of dance teaching using the Klauss Vianna Technique in early childhood education, discussing its limits and potentialities. This research was developed in two phases: the first part a bibliographic survey and the second part a data collection through semi-structured interview with four teachers who work in public or private schools. The interviewed teachers taught or still teaching children from 3 to 5 years old, and one of the teaching contents is dancing based on the Klauss Vianna Technique. The proposals are introduced through games that serve as a means of investigating the dance movement. It could be noticed that the manifestations produced in dancing classes, such as spontaneity and expressiveness, were not well accepted by school institutions due to the intense movement and noise they caused in these spaces. It is assumed that this resistance on some schools organization was due to the recent inclusion of early childhood education defined by legislation or even by the conservative training of professionals who work in these spaces. The importance of discussing professional training that welcomes children and takes into account their need for movement is considered, since it is their language.
This essay aims to raise aspects of dance teaching using the Klauss Vianna Technique in early childhood education, discussing its limits and potentialities. This research was developed in two phases: the first part a bibliographic survey and the second part a data collection through semi-structured interview with four teachers who work in public or private schools. The interviewed teachers taught or still teaching children from 3 to 5 years old, and one of the teaching contents is dancing based on the Klauss Vianna Technique. The proposals are introduced through games that serve as a means of investigating the dance movement. It could be noticed that the manifestations produced in dancing classes, such as spontaneity and expressiveness, were not well accepted by school institutions due to the intense movement and noise they caused in these spaces. It is assumed that this resistance on some schools organization was due to the recent inclusion of early childhood education defined by legislation or even by the conservative training of professionals who work in these spaces. The importance of discussing professional training that welcomes children and takes into account their need for movement is considered, since it is their language.
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Palavras-chave
Técnica Klauss Vianna, Educação infantil, Linguagem, Movimento, Klauss Vianna Technique, Early childhood education, Language, Movement