No description available.

This thesis is a theoretical examination intended to lead the reader in a process of deeper and subjective understanding of culture through the medium of dance. The literature review avails the reader with meaningful foundation work and theories that are weaved together to propose a framework for observing dance movement with a more intercultural set of lenses. This thesis focuses particularly on three intersections: dance as a form of expression and nonverbal communication, dance as embodiment of culture, and dance as a reflection of cultural identity. A useful outcome of this study is a sequential set of tools suggested as a structure useful to gather and analyze data and to conduct further research.

Thesis (MEd.) -- Stellenbosch University, 1995. / ENGLISH ABSTRACT: South African education is facing a big dilemma. Teachers, curriculators and students are confronted with the issue of multiculturalism because of the establishment of one education department. Equality in education has to oe offered to all citizens and implemented by all teachers. In moving from a monocultural to a multicultural approach, all teaching spheres would necessarily be affected. Re-evaluation, change and an improvementclre required and these reconstructive measures be geared towards breaking down isolation, fragmentation and mistrust within the diverse South African society. Through a literature study, some perspectives on the problematic nature of the current teaching program will be addressed. Various perspectives on multiculturalism serves as a framework for argumentation about the viability of such an approach. The contribution of the school subject, Physical Education, towards harmony and solidarity, will be established. The focus will be on one of the dance components, Folk Dancing, and in what way it can assist the process of socialization for the creation of a sense of national unity. The orientation to this study will be done in chapter one. In chapter two the current problematic conditions within education serve as a background for the total dilemma in which the South African teaching profession are outlined. The different problems surrounding the school sUbject, Physical Education, are discussed, which were a direct result of the fragmentation of the previous education system. The needs of the multicultural community are not met entirely in the current Physical Education syllabi. In chapter three the different perspectives on multicultural education are given and the experiences that countries like Australia, Britain, the United States of America and Namibia had with the implementation of multicultural education to serve their multicultural societies. The school needs to serve the community. That is why the process of planning the total educational practice needs to be reviewed as to the relevancy of the school curriculum in order to serve the needs of the community. In chapter four the place of Physical Education in the school curriculum is established and the role that Folk Dancing has to play in order to serve as means to foster social harmony, respect and tolerance. In chapter five a cultural composition needs to be done in order to establish what the multicultural community in South Africa consists of, what the different majority cultural groups are and what research already has been attempted in the documentation of the different South African cultural folkdances. The need is then to develop a program which will cover the twelve years of schooling in order to, serve as an interim program to create a bettfJr understanding between the differ']nt cultural groups of the country. In the final chapter conclusions and recommendations will be put forward to enable future study. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse onderwys staan voor 'n groot dilemma. As gevolg van die daarstelling van 'n enkele departement van onderwys word kurrikuleerders, leerlinge sowel as die onderwysers gekonfiOnteer met die kwessie van multikulturalisme. Gelyke onderwys word i10U aan aile landsburgers verskaf en moet deur aile onderwysers ge"implementeer word. Die oorskakeling vanaf 'n monokulturele na 'n multikulturele benadering in die onderwys sal aile vlakke van die onderwys noodwendig affekteer. Herevaluering, verandering en verbetering is tans aan die orde van die d~g, omdat rekonstruktiewe optrades die isolasie, fragmentering en wantroue van die verskillende gemeenskappe in Suid-Afrika kan aanspreek. Hierdie studie is hoofsaaklik daarop gemik om, deur middel van Iiteratuurstudie, orientering te verskaf rondom die huidige onderwysproblematiek. Die verskillende perspektiewe van multikulturele onderwys dien as raamwerk waarbinne daar oor die werkbaarheid van so In benadering geargumenteer word. Verder word daar ondersoek ingestel na die bydrae van die skoolvak, Liggaamlike Opvoeding, in die herstel van harmonie en eenheid. Die fokus val veral op een van die danskomponente, Volksdans en in watter mate laasgenoemde deur middel van die proses van sosialisering In sin vir nasionale eenheid kan bewerkstellig. Die orientering ten opsigte van die studie geskied in hoofstuk een waarin die probleme random die skoolvak Liggaamlike Opvoeding beskryf word wat veraorsaak is as gevolg van die fragmentasie in die onderwys. In hoofstuk twee word die huidige onderwysproblematiek uiteengesit wat dien as agtergrond vir die totala dilemma waarin die Suid-Afrikaanse onderwys hom tans bevind. Die behoeftes van die multikulturele gemeenskap word nie voldoende verreken in die huidige sillabusse nie omdat die gemeenskappe toenemend aan die verander is. Hoofstuk drie ondersoek die verskillende perspektiewe rondom multikulturele onderwys en die ondervinding van enkele lande 5005 Australia, Die Verenigde State van Amerika, Brittanje en Namibia ten opsigte van multikuiturele onderwys en die multikulturele samestelling van hul gemeenskappe. Die skool gee uitvoering aan die behoeftes van die gemeenskap. Dit is daarom dat die kurrikuleringsproses van die totale onderwyspraktyk onder die loep geneem word asook die relevansie van die skoolkurrikulum ten opsigte van die genoemde behoeftes. In hoofstuk vier word die plek van Liggaamlike Opvoeding en die Volksdansafdeling binne die totale opvoedingsprogram beskryf am aan te dui watter rol gespeel word am sosiale harmonie, respek en verdraagsaamheid te verstewig. In hoofstuk vyf word die multikulturele aard van die Suid-Afrikaanse gemeenskap deur middel van In kulturele samestelling blootgelA. In Volksdans-program verskaf moontlike variasies om voorsiening te maak vir multikulturalisme en kultuuruitruiling. In die slothoofstuk word gevolgtrekkings en acmbevelings ten opsigte van die studie gemaak.

published_or_final_version / abstract / toc / Education / Master / Master of Education

Made available in DSpace on 2014-08-13T14:50:51Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-02-19Bitstream added on 2014-08-13T18:00:14Z : No. of bitstreams: 1 000763842.pdf: 3338682 bytes, checksum: 1dbd5bc314335f751003eed079ecbbbd (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / A dança enquanto um dos conteúdos da cultura corporal ainda enfrenta dificuldades para adentrar os muros da escola. Os professores de Educação Física por não possuírem experiências com este tema, tanto antes como após a graduação, ainda enfrentam limitações para tratá-lo de modo contextualizado. O currículo, resultante de uma seleção no interior da cultura, faz um recorte dos conhecimentos que devem ser tematizados na escola, oferecendo aos professores um panorama geral dos conteúdos, atuando como norteador dos componentes curriculares. O Currículo de Educação Física do Estado de São Paulo, instaurado recentemente, apresenta a dança como um de seus conteúdos, no entanto, o tratamento didático-pedagógico oferecido parece sintetizado em alguns momentos. Assim, foram investigadas algumas possibilidades pedagógicas para contribuir com o trabalho do professor que já enfrenta tantas dificuldades no ambiente escolar. Diante do novo contexto que se instaura, procurou-se investir na utilização das Tecnologias da Informação e da Comunicação (TIC) para disponibilizar aos professores conhecimentos e possibilidades complementares para o tratamento da dança em suas aulas. As TIC no contexto educacional podem viabilizar uma elaboração mais ampla do conhecimento, expandindo as fontes de informação, e propiciando ao professor tratar um conteúdo que muitas vezes não está presente no interior das aulas de Educação Física. Portanto, o objetivo deste estudo foi elaborar e avaliar um material didático complementar ao Currículo de Educação Física do Estado de São Paulo, sob a forma de um blog educacional que subsidiasse o trabalho do professor no conteúdo de danças folclóricas proposto para o sétimo ano do ensino fundamental. Este material foi publicado e divulgado sob a forma de um blog educacional, que, posteriormente foi avaliado por seis professores de Educação Física do Estado de São Paulo. Ademais, dois.. / Dance as one of the contents of body culture still struggles to penetrate the walls of the school. The Physical Education teachers for not having experience with this issue, both before and after graduation, still face limitations to treat it in a contextualized way. The curriculum, resulting in a selection within the culture, makes a cut of knowledge that must be thematized in school, giving teachers an overview of the contents, and acting as guiding the curriculum components. The Physical Education Curriculum of the State of São Paulo, newly established presents dance as any of its contents, however, the didactic -pedagogical treatment offered seems synthesized in a few moments. Thus, some pedagogic possibilities to contribute to the work of the teacher already facing so many difficulties in the school environment were investigated. Given the new context that is established, we sought to invest in the use of Information Technology and Communication (ICT) to provide teachers knowledge and complementary possibilities for treating dance in their classes. ICT in the educational context can provide a more comprehensive elaboration of knowledge, expanding the sources of information, and providing the teacher treat content that often is not present within the Physical Education classes. Therefore, the aim of this study was to develop and evaluate a complementary teaching material to the Physical Education Curriculum of the State of São Paulo, in the form of an educational blog which subsidize the work of teachers in the content of folk dances proposed for the seventh year of elementary school. This material was published and disseminated in the form of an educational blog, which subsequently was evaluated by six teachers of Physical Education of the State of São Paulo. In addition, two participants in this group taught classes of folk dances from the proposed blog content, experimenting in real teaching situations the possibilities of the... / FAPESP: 12/18436-7

Made available in DSpace on 2014-06-11T19:22:27Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-09-28Bitstream added on 2014-06-13T20:48:59Z : No. of bitstreams: 1 carvalho_lc_me_ia.pdf: 1197018 bytes, checksum: 7217f62d84ec6b5d89db1807b69617b2 (MD5) / Universidade Estadual Paulista (UNESP) / Esta dissertação apresenta a experiência do Grupo de Danças Brasileiras Gracinha e localiza essa proposta nos contextos brasileiros de arte-educação e de educação não formal. O Grupo de Danças Brasileiras Gracinha é formado por crianças e jovens que frequentam o Centro de Convivência Gracinha, no bairro Jd. Campo Belo, em São Paulo. Esse Grupo realiza, há treze anos, apresentações de danças brasileiras, sendo o Bumba meu boi o folguedo que deu início a essa atividade. Além do espetáculo, também organizam o ciclo de festas rituais do Bumba meu boi – Renascer, Batizado e Morte –, com explícita referência ao folguedo que acontece no estado do Maranhão. Para realizar esse estudo, acompanhei e registrei os ensaios, apresentações e festas do Grupo de Danças Brasileiras Gracinha, entre março de 2010 e junho de 2011. Também realizei entrevistas com os educadores e crianças diretamente envolvidos nesse projeto. E, finalmente, procurei colocar essa experiência no centro de uma reflexão sobre a presença das manifestações da cultura popular em projetos sociais e educacionais / This dissertation is to introduce “Grupo de Danças Brasileiras Gracinha”, and to settle that proposition to the Brazilian art education context, as well as non-formal education. Gracinha Brazilian Dancing Group is formed by children and young people who attend Gracinha Gathering Center – “Centro de Convivência Gracinha”, which is located at the Jd. Campo Belo neighborhood in São Paulo. For thirteen years this group has been performing Brazilian dancing, being “Bumba-Meu-Boi” the festivity to launch such activity. Beyond the show they also organize the cycle of ritual feasting of “Bumba-Meu-Boi” – Rebirth, Baptism, and Death –, an explicit reference to such demonstration, precisely as it takes place in the state of Maranhão. To accomplish these studies, I came along watched and registered “Grupo de Danças Brasileiras Gracinha”´s rehearsals, presentations, and feasts from March 2010 through June 2011. I also interviewed the educators and children directly involved in that project. Last but not least, I have tried to nestle that experience upon the thought of the presence of the manifestations of the so-called folk culture into social and educational projects

Orientador: Suraya Cristina Darido / Banca: Sara Quenzer Matthiesen / Banca: Eliana de Toledo Ishibashi / Resumo: A dança enquanto um dos conteúdos da cultura corporal ainda enfrenta dificuldades para adentrar os muros da escola. Os professores de Educação Física por não possuírem experiências com este tema, tanto antes como após a graduação, ainda enfrentam limitações para tratá-lo de modo contextualizado. O currículo, resultante de uma seleção no interior da cultura, faz um recorte dos conhecimentos que devem ser tematizados na escola, oferecendo aos professores um panorama geral dos conteúdos, atuando como norteador dos componentes curriculares. O Currículo de Educação Física do Estado de São Paulo, instaurado recentemente, apresenta a dança como um de seus conteúdos, no entanto, o tratamento didático-pedagógico oferecido parece sintetizado em alguns momentos. Assim, foram investigadas algumas possibilidades pedagógicas para contribuir com o trabalho do professor que já enfrenta tantas dificuldades no ambiente escolar. Diante do novo contexto que se instaura, procurou-se investir na utilização das Tecnologias da Informação e da Comunicação (TIC) para disponibilizar aos professores conhecimentos e possibilidades complementares para o tratamento da dança em suas aulas. As TIC no contexto educacional podem viabilizar uma elaboração mais ampla do conhecimento, expandindo as fontes de informação, e propiciando ao professor tratar um conteúdo que muitas vezes não está presente no interior das aulas de Educação Física. Portanto, o objetivo deste estudo foi elaborar e avaliar um material didático complementar ao Currículo de Educação Física do Estado de São Paulo, sob a forma de um blog educacional que subsidiasse o trabalho do professor no conteúdo de danças folclóricas proposto para o sétimo ano do ensino fundamental. Este material foi publicado e divulgado sob a forma de um blog educacional, que, posteriormente foi avaliado por seis professores de Educação Física do Estado de São Paulo. Ademais, dois.. / Abstract: Dance as one of the contents of body culture still struggles to penetrate the walls of the school. The Physical Education teachers for not having experience with this issue, both before and after graduation, still face limitations to treat it in a contextualized way. The curriculum, resulting in a selection within the culture, makes a cut of knowledge that must be thematized in school, giving teachers an overview of the contents, and acting as guiding the curriculum components. The Physical Education Curriculum of the State of São Paulo, newly established presents dance as any of its contents, however, the didactic -pedagogical treatment offered seems synthesized in a few moments. Thus, some pedagogic possibilities to contribute to the work of the teacher already facing so many difficulties in the school environment were investigated. Given the new context that is established, we sought to invest in the use of Information Technology and Communication (ICT) to provide teachers knowledge and complementary possibilities for treating dance in their classes. ICT in the educational context can provide a more comprehensive elaboration of knowledge, expanding the sources of information, and providing the teacher treat content that often is not present within the Physical Education classes. Therefore, the aim of this study was to develop and evaluate a complementary teaching material to the Physical Education Curriculum of the State of São Paulo, in the form of an educational blog which subsidize the work of teachers in the content of folk dances proposed for the seventh year of elementary school. This material was published and disseminated in the form of an educational blog, which subsequently was evaluated by six teachers of Physical Education of the State of São Paulo. In addition, two participants in this group taught classes of folk dances from the proposed blog content, experimenting in real teaching situations the possibilities of the... / Mestre

Orientador: Marianna Francisca Martins Monteiro / Banca: Pedro Rodolpho Jungers Abib / Banca: Alberto Tsuyoshi Ikeda / Resumo: Esta dissertação apresenta a experiência do Grupo de Danças Brasileiras Gracinha e localiza essa proposta nos contextos brasileiros de arte-educação e de educação não formal. O Grupo de Danças Brasileiras Gracinha é formado por crianças e jovens que frequentam o Centro de Convivência Gracinha, no bairro Jd. Campo Belo, em São Paulo. Esse Grupo realiza, há treze anos, apresentações de danças brasileiras, sendo o Bumba meu boi o folguedo que deu início a essa atividade. Além do espetáculo, também organizam o ciclo de festas rituais do Bumba meu boi - Renascer, Batizado e Morte -, com explícita referência ao folguedo que acontece no estado do Maranhão. Para realizar esse estudo, acompanhei e registrei os ensaios, apresentações e festas do Grupo de Danças Brasileiras Gracinha, entre março de 2010 e junho de 2011. Também realizei entrevistas com os educadores e crianças diretamente envolvidos nesse projeto. E, finalmente, procurei colocar essa experiência no centro de uma reflexão sobre a presença das manifestações da cultura popular em projetos sociais e educacionais / Abstract: This dissertation is to introduce "Grupo de Danças Brasileiras Gracinha", and to settle that proposition to the Brazilian art education context, as well as non-formal education. Gracinha Brazilian Dancing Group is formed by children and young people who attend Gracinha Gathering Center - "Centro de Convivência Gracinha", which is located at the Jd. Campo Belo neighborhood in São Paulo. For thirteen years this group has been performing Brazilian dancing, being "Bumba-Meu-Boi" the festivity to launch such activity. Beyond the show they also organize the cycle of ritual feasting of "Bumba-Meu-Boi" - Rebirth, Baptism, and Death -, an explicit reference to such demonstration, precisely as it takes place in the state of Maranhão. To accomplish these studies, I came along watched and registered "Grupo de Danças Brasileiras Gracinha"'s rehearsals, presentations, and feasts from March 2010 through June 2011. I also interviewed the educators and children directly involved in that project. Last but not least, I have tried to nestle that experience upon the thought of the presence of the manifestations of the so-called folk culture into social and educational projects / Mestre