Saberes e representações em dança: um olhar acerca da formação docente nos anos iniciais do ensino fundamental

Abstract

Through the research line of Formation, Knowledge and Professional Development of the PPGE/UFSM, it was realized the present study, of qualitative character, having as main objective to investigate the knowledge and representations of the beginning years teachers, about the subject Dance and relate it with their professional formation. The research was realized with a group of four teachers that teach in the beginning years of the fundamental teaching in a public school in Santa Maria – RS. The instrument to produce the information was a semi-structured interview about the thematic, with the speech analysis in the perspective of the Social Representations Theory. The participant teachers had different formations at college level, but only two of them had contact with the subject Dance at University. However, it was noted that their knowledge and representations about the dancing did not differ in a significant way from the other participants. This evidenced that the contact with the Dance at the University was not significant facing the knowledge and representations that come from the extra-professional field and from the teaching experience in the context which they were inserted. The participants defended the presence of specialist teachers to the beginning years of the fundamental school, referring to the Art of Physical Education, but there was no recognition of the Dance as an autonomous area. It was noted as well that some of them make use of Dancing in a spontaneous way, or in activities that are repetitions of the dances founded in media, mainly being used in scholar festivities. It was evidenced the knowledge and representations of Dance as leisure, influenced by the media, to women and as a way of expression, highlighting an utilitarian view of the teaching in the beginning years. Through the results, it was possible to conclude that the knowledge and the representations of the teachers identified about the Dance have direct influences over its realization in School. To make Dance possible and significant in the beginning years, it is necessary firstly to start with the teacher reality facing this subject. So, whether on beginning or continued formation courses, considering knowledge and representation in Dance, questions of cultural- historical origins that evolve it can stop being myths, proportioning to teachers reflections and debates, beyond experiences felt in their bodies, with the objective of reaching autonomy to deal with these subject.