O ensino de dança e a formação colaborativa na perspectiva da inclusão escolar
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Data
2021-12-10
Autores
Proscêncio, Patrícia Alzira
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A dança, na Base Nacional Comum Curricular (BNCC) é uma das unidades temáticas do componente curricular Arte com lugar garantido na escola. Porém, quando é o professor com graduação em Pedagogia quem deve ministrar esse conteúdo, poderá enfrentar desafios como: falta de formação específica e a inclusão de alunos com deficiência. Diante dessas necessidades, definiu-se a problemática: o desenvolvimento de um programa de formação em serviço voltado para o ensino de dança na escola contribuirá para que a professora implemente e transforme sua prática pedagógica para todos os alunos com ênfase nas ações com o aluno com deficiência? Essa pesquisa desenvolveu uma formação em serviço com intervenções em dança, com os objetivos de: identificar o uso da linguagem da dança na rotina da professora que tem alunos com deficiência e analisar as potencialidades, fragilidades e necessidades dessa professora no desenvolvimento da unidade temática dança; planejar e implementar de forma colaborativa com a professora de sala comum a formação em serviço a respeito dos conhecimentos da dança; avaliar o processo de formação em serviço. O estudo ocorreu em três etapas: I) diagnóstico da realidade; II) desenvolvimento e implementação da formação; III) avaliação do programa de formação. Trata-se de uma pesquisa colaborativa, cujos participantes foram: a professora regente, a estudante bolsista, uma turma de primeiro ano do Ensino Fundamental, a professora da sala de recursos multifuncional, a coordenadora pedagógica e a pesquisadora. Tal formação foi realizada em município do Norte do Estado de Mato Grosso. Os procedimentos utilizados para produção dos dados foram: observações, entrevista, filmagem e diário de campo. Para a análise dos dados foram estabelecidas categorias e subcategorias, que foram submetidas a juízes da área. Na primeira etapa, as categorias de análise estabelecidas foram: formação do professor, dança na escola e participação da turma nas atividades. Na etapa dois, o tema gerador foi a formação em serviço, que se subdividiu em subtemas: conhecimentos em dança, dança como instrumento de mediação cultural e educacional e prática pedagógica. Na terceira etapa, avaliou-se o processo de formação em serviço por meio de fichas de avaliação respondidas pela professora regente, pela coordenadora pedagógica e pela professora da Sala de Recursos Multifuncional. Quanto aos resultados: verificou-se inicialmente, a dança presente nas aulas, porém, como coreografias prontas em momentos lúdicos e festivos ou como recurso para ensino de outros componentes curriculares. O estudo constatou que o desenvolvimento de um programa de formação em serviço, em forma de atuação colaborativa, favoreceu o sucesso de todos no contexto de sala de aula. Apresentou contribuições para que a professora implementasse e transformasse sua prática pedagógica no decorrer dos encontros nos seguintes aspectos: forma de condução das aulas e dos conteúdos abordados; forma de envolvimento e interação com a turma; utilização de estratégias e práticas condizentes com a realidade que inclui a todos oportunizando a participação ativa da aluna com deficiência; participação colaborativa entre professora, estudante bolsista e pesquisadora e o uso da dança, no contexto escolar, como prática consciente e criativa, para além do fazer e cópia de movimentos.
In the Brazilian National Common Curricular Base (BNCC), dancing is one of the thematic units of curricular compond “Art”, guaranteed place at school. However, when a teacher with a Pedagogy degree must teach this content, he has faced two major challenges: the lack of a specific education on the subject and the inclusion of students with disabilities. Given these needs, the main issue was defined: will the development of an in-service training program aimed at teaching dance at school contribute to the teacher to implement and transform her/his pedagogical practice towards all the students especially those with disabilities? This research it was carried out an in-service training, with dancing intervention, focused on the following objectives: to identify the use of dancing language in the routine of a teacher who has students with disabilities and then analyze the strengths, weaknesses and needs of this teacher regarding the development of the dance thematic unit; to plan and to implement, collaboratively with the common room teacher, the in-service training regarding dancing knowledge; to evaluate the in-service training process. The study was performed in three stages: I) reality diagnosis; II) Training development and implementation; III) training program evaluation. This is a collaborative research, whose the participants were: a general teacher; a college scholarship holder student; a first-year elementary school class, a teacher from the multifunctional resource room, a pedagogical coordinator and a researcher. This refered training was performed in a city in north region of Mato Grosso State. The procedures used for data production were: review, interview, filming and field diary. For data analysis, categories and subcategories were established, each of them been submitted to area judges. At the first stage, the analysis categories established were: teacher education, dance at school and students participation in the activities. At stage two, the generative theme was in-service training, which was subdivided into sub-themes: dance knowledge, dance as an instrument of cultural and educational mediation and of pedagogical practice. At the third and final stage it was evaluated the in-service training process throught evaluation sheets answered by the general teacher, the teacher from the multifunctional resource room and the pedagogical coordinator. As for the results: initially it was noticed the presence of dance in classes, however, only as ready-made choreographies in playful and festive moments or as a resource for teaching other curricular components. This study verified that developing an in-service training program, in a collaborative way, favored everybody’s success within the classroom context. Over the meetings, it also presented contribuitions for the teacher to implement and transform her pedagogical practice, mostly in the following aspects: way of conducting classes and defined subjects; way of connecting and interacting with the students; the usage of strategies and practices consistent with the reality that includes everyone, thus providing opportunities for the active participation of students with disabilities; colaborative participation between the general teacher, the college scholarship holder student and the researcher towards the use of dance whithin the school context as an aware and creative practice, beyond just copying movements.
In the Brazilian National Common Curricular Base (BNCC), dancing is one of the thematic units of curricular compond “Art”, guaranteed place at school. However, when a teacher with a Pedagogy degree must teach this content, he has faced two major challenges: the lack of a specific education on the subject and the inclusion of students with disabilities. Given these needs, the main issue was defined: will the development of an in-service training program aimed at teaching dance at school contribute to the teacher to implement and transform her/his pedagogical practice towards all the students especially those with disabilities? This research it was carried out an in-service training, with dancing intervention, focused on the following objectives: to identify the use of dancing language in the routine of a teacher who has students with disabilities and then analyze the strengths, weaknesses and needs of this teacher regarding the development of the dance thematic unit; to plan and to implement, collaboratively with the common room teacher, the in-service training regarding dancing knowledge; to evaluate the in-service training process. The study was performed in three stages: I) reality diagnosis; II) Training development and implementation; III) training program evaluation. This is a collaborative research, whose the participants were: a general teacher; a college scholarship holder student; a first-year elementary school class, a teacher from the multifunctional resource room, a pedagogical coordinator and a researcher. This refered training was performed in a city in north region of Mato Grosso State. The procedures used for data production were: review, interview, filming and field diary. For data analysis, categories and subcategories were established, each of them been submitted to area judges. At the first stage, the analysis categories established were: teacher education, dance at school and students participation in the activities. At stage two, the generative theme was in-service training, which was subdivided into sub-themes: dance knowledge, dance as an instrument of cultural and educational mediation and of pedagogical practice. At the third and final stage it was evaluated the in-service training process throught evaluation sheets answered by the general teacher, the teacher from the multifunctional resource room and the pedagogical coordinator. As for the results: initially it was noticed the presence of dance in classes, however, only as ready-made choreographies in playful and festive moments or as a resource for teaching other curricular components. This study verified that developing an in-service training program, in a collaborative way, favored everybody’s success within the classroom context. Over the meetings, it also presented contribuitions for the teacher to implement and transform her pedagogical practice, mostly in the following aspects: way of conducting classes and defined subjects; way of connecting and interacting with the students; the usage of strategies and practices consistent with the reality that includes everyone, thus providing opportunities for the active participation of students with disabilities; colaborative participation between the general teacher, the college scholarship holder student and the researcher towards the use of dance whithin the school context as an aware and creative practice, beyond just copying movements.
Descrição
Palavras-chave
Educação especial, Inclusão escolar, Formação colaborativa em serviço, Ensino de dança, Professores de pedagogia, Special education, School inclusion, Collaborative in-service training, Dance teaching, Pedagogy teachers
Como citar
Proscêncio, Patrícia Alzira. O ensino de dança e a formação colaborativa na perspectiva da inclusão escolar. Universidade Estadual Paulista (Unesp), 2021.