Corpo, linguagens e multiletramentos: uma proposta didática dialógica para o ensino da dança nas aulas de educação física

Abstract

The general objective of this study is to analyze the formative contributions of a dialogical didactic intervention of the dance content based on the pedagogy of multiliteracies and on the understanding of the dancing body as an ideological and sensitive language. On the theoretical aspect, there are contributions from Kalantzis, Cope, Pinheiro (2020) and Rojo and Moura (2019), regarding the pedagogy of multiliteracies; it is based on Marques (2010; 2012) and Barreto (2005) for the practice of teaching and learning dance in the school environment; dance is also understood as a language, arguing that its sign specificity is related to both a sensitive dimension (PORPINO, 2018; NÓBREGA, 2018; 2019) and an ideological one (BAKHTIN, 2010; VOLÓCHINOV, 2018) that finds power in/through the body (COSTA, 2014) and the contributions of Bakhtin and his Circle permeate the entire context of this research.The methodology is characterized as an intervention and ethnographic research, with a qualitative and interpretive approach. During the pedagogical intervention, the field diary and photographic and video records were used as a recording instrument for the production of the corpus of analysis, having as locus an elementary school I, in the city of Campina Grande/Paraíba, directed to a fifth-year class and being held during the second half of 2019. By analyzing the results of this study, it can be seen that the formative contributions were unique and multiple, as it was possible to notice consistent changes in attitudes of the learners throughout the research. The act of understanding dance as an ideological and sensitive language, highlighting the body as the protagonist of the act of dancing, has a lot of power in school Physical Education and, even more fruitful when dialogued with the pedagogy of multiliteracies, precisely for the defense of other sign possibilities in school beyond the practices of graphocentric literacies.Dance, in this context, allowed mediating the role and place of the body in/of the School, attributing the role of creative protagonist and the place where school knowledge is circumscribed, this understanding involves a reconfiguration of school organization and pedagogical practices. In addition, as a result of this research, a teaching material is presented which, although built from a teaching experience in the fifth year of the early years, it is believed that, from some mediations, this proposal can contribute to other levels of education, considering that this material has often gone through a thorny path, which involved meticulous care and affection, being constantly rethought in light of the unpredictability of classes, requiring changes in routes and, above all, a responsible act with regard to training of the learners. It is also worth mentioning that the pedagogical work based on language, and the very understanding of dance as a language, contributes to a closer look at the significant possibilities that can destabilize, weaken, break, transgress beliefs and social discourses that act as impediments to sensitive and ideological encounter of the subject with bodily practices, specifically here, in the context of dance.