Dança de salão na escola: uma proposta pedagógica

Abstract

Dance as a content of school Physical Education should be addressed during the final years of elementary school, contextualizing the various cultural elements present in this physical movement practice. However, dance does not have the same prominent place as other physical movement practices. The objective of this study was to investigate the main difficulties of Physical Education teachers regarding the teaching of ballroom dancing in Brazilian public schools. The research carried out was descriptive, cross-sectional, and quantitative. The electronic form “Google Forms” containing 15 objective questions prepared by the researchers themselves was used. As an inclusion criterion, participants had to have at least 6 months of experience in the classroom. The form was sent to the institutional email and WhatsApp of the teachers, who had 7 days to respond. The results showed that 62.3% of the teachers stated that they addressed ballroom dancing content in Physical Education classes. However, 63.4% responded that there was no educational material for teaching ballroom dancing, 48.1% stated that poor academic training, inadequate infrastructure and prejudice make it difficult to teach this modality, while 65.4% said that there was no interest on the part of students in learning about ballroom dancing. This study showed that most of the teachers interviewed address ballroom dancing in school PE classes, but the difficulties related to poor academic training, lack of continuing education, lack of teaching material and inadequate school infrastructure compromise the development of ballroom dancing activities, directly harming the teaching and learning process of this modality in the school context.