Made available in DSpace on 2014-12-17T14:36:22Z (GMT). No. of bitstreams: 1
RuthRML.pdf: 3459381 bytes, checksum: d44a5928153977a8ebce5ed2bcfd4859 (MD5)
Previous issue date: 2010-10-23 / This production is a reflection about the practices/experiences involving the teaching of the dance developed by the teachers in the N?cleo de Educa??o Infantil (NEI/UFRN), with the children from 2 to 7 years old, having as objectives: describe and interpret the lived experiences with the dance focusing on the meaning of the dance and organization of the pedagogic job, identify blanks in the pedagogic practices of dance and appoint possible perspectives to the teaching of dance on the
infant education. The way from the investigation has begun with the following question: Who do the teachers understand the dance and live it on the N?cleo de Educa??o Infantil? The research of phenomenological orientation toke as methodological reference the qualitative approach from the placed phenomenon type, this one has as beginning the interest on the phenomenon by the way as it happens on the lived experience from where comes the knowledge with we can present about the world, trying to interpret it, understand it on its essence/existence. The interviews showed that the researched subjects give to the dance different meanings and
consequently present variations on the manner to organize the work around this knowledge. The most of the teachers recognizes the dance as a culture expression, being a priority on the school the job with the folkloric dances. They recognize too the dance as knowledge/content coming from the Arts and Physical Education areas and its relation with the knowledge from others areas on the pedagogic action. There were found different process on the way to conduct the job with the dance in relates from experiences done with dance at NEI and, therefore, of teach/learn this knowledge. Its perceptible that exists a systematic work with the objective of develop
the dance and its various educative possibilities, starting from the research about its origins, the exploration of the movement, the contextualization until the artistic practice. Those possibilities are reinforced on the school s curricular propose. Some experiences have as a priority the free expression, the dance s vision without context or the reproduction of movements as stand manners of teaching dance, situations
like those observed on the investigation as products from the blanks on the academic formation from the teachers with must be fixed. The interpretation of the experiences with dance, described by the teachers from NEI, connected with the theoretical referential from the investigation, allowed to appoint three perspectives to the work with dance in the infant education, having as main interlocutors Merleau-Ponty and
Rudolf Laban: the dance as the body s language; the dance and its movement factors; imitate, improvise and play: manners of draw ways to dance. On those process are emphasized the dance on the scholar context, the elements that constitute this language and the forms of appropriate from it supported in a ludicrous, poetic and educative vision, having as focus the children s education on its peculiarities and possibilities / Este trabalho encerra uma reflex?o sobre as pr?ticas/experi?ncias com o ensino da dan?a junto a crian?as de 2 a 7 anos, desenvolvidas pelas professoras no N?cleo de Educa??o Infantil da UFRN (NEI), tendo como objetivos: descrever e interpretar as experi?ncias vividas com a dan?a, com enfoque nos significados da dan?a e organiza??o do trabalho pedag?gico; identificar lacunas nas pr?ticas
pedag?gicas em dan?a; e apontar perspectivas para o ensino da dan?a na Educa??o Infantil. A trajet?ria de investiga??o iniciou-se com a seguinte quest?o: Como as professoras compreendem a dan?a e a vivenciam no N?cleo de Educa??o
Infantil? A pesquisa de orienta??o fenomenol?gica tomou como refer?ncia metodol?gica a abordagem qualitativa do tipo Fen?meno Situado, cujo princ?pio diz respeito ao interesse pelos fen?menos tal qual ocorrem na experi?ncia vivida, de onde emanam os conhecimentos que podemos ter sobre o mundo, buscando interpret?-los e compreend?-los na sua ess?ncia/exist?ncia. As entrevistas revelaram que os sujeitos pesquisados atribuem ? dan?a diferentes sentidos e, consequentemente, apresentam varia??es na forma de organizar o trabalho em torno desse conhecimento. A maioria das professoras reconhece a dan?a como express?o cultural, priorizando na escola o trabalho com dan?as folcl?ricas. Elas
identificam a dan?a como conhecimento/conte?do advindo dos campos da Arte e da Educa??o F?sica, admitindo no trato pedag?gico sua rela??o com o conhecimento de outras ?reas. Nos relatos das experi?ncias realizadas com dan?a, no NEI, foram encontrados diferentes processos de condu??o desse trabalho e, portanto, de ensinar/aprender esse conhecimento. Percebe-se haver um trabalho sistematizado respaldado na Proposta Curricular da escola com o objetivo de desenvolver as diversas possibilidades educativas da dan?a, indo da pesquisa sobre a sua origem, da explora??o do movimento, da contextualiza??o at? o fazer art?stico. Algumas experi?ncias priorizam a livre express?o, a vis?o descontextualizada da
dan?a ou a reprodu??o de passos como formas estanques de ensinar dan?a. Essas situa??es s?o vistas na investiga??o como produtos de lacunas na forma??o acad?mica dos professores, que precisa ser redimensionada. As interpreta??es das experi?ncias com dan?a, descritas pelas professoras do NEI, articuladas com o referencial te?rico da investiga??o, permitiram apontar tr?s perspectivas para o trabalho com dan?a na Educa??o Infantil, tendo como principais interlocutores
Merleau-Ponty e Rudolf Laban: A dan?a como linguagem do corpo; A dan?a e seus fatores do movimento; e Imitar, improvisar e brincar: formas de desenhar caminhos para dan?ar. Neste, destaca-se a dan?a no ?mbito escolar, os elementos que
constituem essa linguagem e as formas de apropria??o desta com base em uma vis?o l?dica, po?tica e educativa, cujo enfoque ? a educa??o das crian?as em suas peculiaridades e possibilidades
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14365 |
| Date | 23 October 2010 |
| Creators | Lima, Ruth Regina Melo de |
| Contributors | CPF:56613067415, http://lattes.cnpq.br/5255588024266396, Carvalho, T?nia C?mara Ara?jo de, CPF:10844910449, http://lattes.cnpq.br/2426785426527093, Tib?rcio, Larissa Kelly de Oliveira Marques, CPF:59778172404, http://lattes.cnpq.br/2272256149121710, R?go, Maria Carmem Freire Di?genes, CPF:32388101468, http://lattes.cnpq.br/9793207619191846, Porpino, Karenine de Oliveira |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0032 seconds