Pode funk? O corpo cênico em ação: um ensaio sobre a dança na escola
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Data
2020-10-05
Autores
Carvalho, Ingrid Fernanda dos Santos
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Universidade Estadual Paulista (Unesp)
Resumo
Essa pesquisa de mestrado objetiva fomentar a autonomia e criticidade dos estudantes. Para isso, utilizando os estudos de autores que abordam a autonomia e a criticidade nos educandos (Freire, 2017), e a temática da dança (Andrade e Godoy, 2018), foi elaborada uma proposta pedagógica educacional baseada no funk carioca, apresentado como campo de interesse dos educandos, e para problematizar questões relacionadas a ele, como: as batidas, a temática das letras e, em especial, a dança. A proposta ocorreu em uma unidade escolar da Prefeitura Municipal de São Paulo (PMSP) e se desenvolveu em 20 encontros de 45 minutos de duração, realizados duas vezes por semana, nas aulas da disciplina de artes, com estudantes na faixa dos 14 anos de idade. A pesquisa contou com um registro em diário de bordo das aulas ministradas, considerando o que foi realizado, e reflexões sobre as escolhas e decisões da prática. Por fim, os dados foram analisados reflexivamente com apoio de bibliografia especializada. Após a reflexão a respeito dos registros verificou-se que o ensino da dança funk na escola contribuiu para a autonomia e criticidade dos educandos.
This master´s reseach aims to promote student´s autonomy and criticaly. To this end using the studies of authors that address autonomy and criticality in students (Freire, 2017), and the theme of dance (Andrade and Godoy, 2018), an educational pedagogical proposal based funk carioca, presented as a field of interest to students, and to problematize issues related to it, such as: the beats, the beats, the theme of letters and, in paryicular, dance. The proposal took place in a school unit of the municipality of São Paulo (PMSP) and developed in 20 45 – minute meetings, hels twice a week, in the arts discipline classes, with students en the 14 year old age range. The research included a logbook of the classes taught, considering what was done, and reflections on the choices and decisions of the practice. Finally, the data were analyzed reflexively with thaw support of a specialized bibliography. After reflecting on the records, it was found that teaching funk dance at school contributed to the autonomy and criticality of students.
This master´s reseach aims to promote student´s autonomy and criticaly. To this end using the studies of authors that address autonomy and criticality in students (Freire, 2017), and the theme of dance (Andrade and Godoy, 2018), an educational pedagogical proposal based funk carioca, presented as a field of interest to students, and to problematize issues related to it, such as: the beats, the beats, the theme of letters and, in paryicular, dance. The proposal took place in a school unit of the municipality of São Paulo (PMSP) and developed in 20 45 – minute meetings, hels twice a week, in the arts discipline classes, with students en the 14 year old age range. The research included a logbook of the classes taught, considering what was done, and reflections on the choices and decisions of the practice. Finally, the data were analyzed reflexively with thaw support of a specialized bibliography. After reflecting on the records, it was found that teaching funk dance at school contributed to the autonomy and criticality of students.
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Palavras-chave
Dança, Funk, Escola, Dance, Funk, School, Artes e juventude, Arte na educação, Educação do adolescente