A dança no colégio de aplicação da UFMA: elaboração e implementação de uma proposta curricular

Abstract

The curriculum development process of the University College (COLUN) of the Federal University of Maranhão (UFMA) is marked by the implementation of Dance in the Art component of the institution, which demands the reorganization of the discipline to guarantee the provision of four artistic areas – Visual Arts, Dance, Music and Theater. From this perspective, we reflect on how Dance can collaborate with the formulation of the Curricular Proposal (PC) of Art for the school's Elementary Education, stimulating the study of the body based on the specificities of this area of knowledge in interdisciplinary dialogue with others Art. There is the intention that the component's PC collaborate with the human and civic education of students, agreeing with the premises of the concomitantly restructured Pedagogical Political Project. Action research (THIOLLENT, 2011) is adopted as the path of investigation as it highlights the transformation and collective participation intended by the elaboration and implementation of the curricular matrix. In this sense, this research starts from the context of the elaboration of the PC de Arte, but expands its analysis, presenting a historiographical approach on the emergence of Colleges of Application (CAp) in Brazil and COLUN at UFMA, as well as evaluating the panorama of Dance in another seven CAp that offer the area regularly in their curriculum. A retrospective is formulated about the development of Art at COLUN until the inclusion of Dance and its initial moments of experience at school. Student impressions about the Dance experience contribute to the investigation of important elements for the formulation of the Art CP, such as the notions of Dance, body and curriculum. Thus, this thesis argues that the area's contribution to this context must come from Dance as an area of knowledge (RANGEL; AQUINO, 2018; AQUINO, 2007); of the body from an integrated perspective (RANGEL, 2014; RENGEL, 2007; KATZ; GREINER, 2005); and the curriculum as a device materialized by its actions and manager of interdisciplinary dialogues (MACEDO, 2017). In terms of results, the development and implementation of the curriculum adopted by the institution from 2023 onwards is presented, highlighting the specific contribution of Dance to this composition and to the area of knowledge. It is assessed that this thesis contributes to the reflection on the curricular integration of Dance in Basic Education by considering the challenges and achievements inscribed in the artistic structure of COLUN and other Application Schools, with a view to deepening the study of Dance in other educational contexts, especially those of schools in the Federal Education Network.