Educando na Vida com a Dança: corporeidade e movimento

• Ano de defesa: 2005
• Autor(a) principal: Marinho, Helena Saldanha
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Fluminense; Programa de Pós-graduação em Educação; Educação; BR; UFF
• Palavras-chave em Português: Corporeidade; Dança na educação; Linguagem corporal nas crianças; Aprendizagem percepto-motora; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://app.uff.br/riuff/handle/1/21315

All in all, this study aims to understand the connections between movement, bodily movement competence and the way teaching is applied in Infant Education. To be specific, the objective of this study is to discuss its practice, focusing on the use of spontaneous movement, aspects of motricity and playful a activities. The organization of bodily movement competence is promoted through the topics mentioned above, in a harmonic and balanced way, reflecting on the educational atmosphere of the school. It s imperative to state that the bodily movement competence, in this study, is seen as a relatively new area, which has the human being body as the topic being studied, its sensations and creations, aiming whole aspects of human beings and their self-awareness. The theoretical referential is based on day to day socio-anthropology, having Edgar Morin and Michel Maffesoli as the main theoreticians and Angel Vianna, Anddré Lapierre, Bernard Acouturier, Esteban Levin, Jean Le Boulch and Vitor da Fonseca among others, as studious of bodily movement ability. As methodological instruments they used observation, interviews and workshops at the schools where the study took place. The interviews are shown in narrative, aiming to evoke human experience in a meaningful way, favor reflection on the subjects statements; enable the subjects who took part in this study to speak, raise awareness, thoughts, memory and action, using as subjects of this research, teachers of two state schools and a one private school from Rio de Janeiro. By means of these bodily practices, the teachers who participated in this research have been mobilized to go through pedagogic activities conducted by a complex paradigm open to life, to art, to playful and to sensibility. It has been concluded that when the teacher learns to express himself using his body, he shows his real identity, connecting effectively with his students, in perfect partnership, which in not only effective but also playful.