Lazer, dança e educação física escolar

• Ano de defesa: 2018
• Autor(a) principal: Vagner Miranda da Conceição
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; EEFFTO - ESCOLA DE EDUCAÇÃO FISICA, FISIOTERAPIA E TERAPIA OCUPACIONAL; Programa de Pós-Graduação em Estudos do Lazer; UFMG
• Palavras-chave em Português: Atividades de lazer; Dança; Lazer e educação; Cultura
• Link de acesso: http://hdl.handle.net/1843/36143; https://orcid.org/0000-0001-9778-6190

Physical education (PE) studies the human body that moves, communicates, and assimilates the environment through interactions with contexts and people all around. The assimilation of contexts occurs through the body culture of movement from different aspects (technical-tactical, political, sociological, physiological etc.), which guarantees the enhancement of the cultural universe. Dance is one of the knowledges of PE, and is able to promote student's development by gest and reasoning about the goal of dancing. Along the same lines, leisure either for fun or pleasure or for its contribution to sociopolitical debate also contributes to human (trans)formation. The goal of this doctoral dissertation is to understand the relationship between leisure and dance in the context of school PE. In order to carry out this research we designed two interconnected studies. In Study 1 we conducted a systematic review based on 36 scientific studies published in Brazil (articles, doctoral dissertations, and master's thesis) published between 1996 and 2016 about the development of dancing via school PE. Data were analyses with content analysis. Results showed that in schools dance is dealt through the influence of: lack of governmental, school, and teacher actions; students' attitudes toward dancing; cultural values and habits; and how dancing is treated by university curricula. Those factors may jeopardize all health benefits (bio psychosocially considered) that the contact with dancing may offer. As for the association with leisure, we noticed that dance is understood as recreation (spend and recover energy), which may compromise its potential strength towards human development. In Study 2, the objective was to analyze the relationship between dance and leisure at school via teacher's perceptions, as well as how social, academic, and professional experiences influence that relationship. Participated 366 Brazilian PE schoolteachers that work at high school level in public schools. Content analysis and association tests (chi-square) were conducted to analyze data collected through online questionnaire designed with Survey Monkey tools. For the teacher’s leisure is associated to pleasure and freedom, whilst dance was characterized as movement and body expression. The relationship between dance and leisure materializes in the liberty of creation and in the pleasure felt by dancing. Leisure experiences are related to physical and sporting activities. The free time experiences that are close to dancing are related to common collective activities in gyms. Dance and leisure at school are developed by teachers' research on cultural practices lived by the students when they are not in school. As means into uniting these fields of expertise teachers foster students into experiencing dance during leisure free time, out of school, as a recreational activity or engaging in cultural events. Leisure and dance are contents considered important to the teachers, but both need a more accurate look about its real potential, aiming at an understanding directed to the true meanings and possibilities of human (trans)formation via school PE.