Dança, educação física e linguagem: a prática docente em escolas públicas e particulares da cidade de Juiz de Fora

Abstract

The guiding question of this thesis was to know how different Physical Education teachers from municipal, state and private schools in the city of Juiz de Fora worked with the manifestation of dance body culture. It was analyzed whether and how their teaching practice was inserted in the area of languages, seeking to discuss their understanding of this concept. Furthermore, it sought to show approaches and distances between educators' classes in relation to the ethical-political principles linked to the Cultural Curriculum; find out what difficulties teachers found when discussing dance in the school environment within the area of languages; find out how dance was worked by teachers during the Covid 19 pandemic period and whether this period brought new ways of working with this element of body culture. Referenced in authors such as Hall (1997, 2006, 2013, 2016); Marques (2011, 2012); Neira (2007, 2011, 2014, 2017, 2018, 2019, 2021, 2022); Nunes (2016, 2021), the research is the result of actions developed during the doctorate in Education at the Federal University of Juiz de Fora. To carry it out, a qualitative, bibliographic and documentary methodology was used, of an autoethnographic nature, through a post-critical perspective endorsed in cultural studies. Data on the practice of teachers, subjects of my thesis, were collected through semi-structured interviews. It was noticed, in the speech of these educators, a greater number of approximations than distances in relation to the area of languages, as well as the ethical and political principles of a culturally oriented Physical Education. However, obstacles they faced regarding inadequate spaces and materials, students' gender and religious issues made work linked to the area of languages difficult, as proposed by the Base Nacional Comum Curricular - BNCC (Brasil, 2018). With regard to the Covid 19 Pandemic, the word that stood out in the practice of these teachers was “reinventing themselves”, that is, learning to work in a way that they were not used to, within a period in which uncertainty arose. was present in the practice of these teachers. It was also noticed that this pandemic period exposed the social differences present in Brazilian society, as well as in the school environment.