The challenges of continuing education in dance and their implications in teaching practice of school teacher

Abstract

Through the development of a Continuing Education Program in Dance, the objective is to investigate the possibilities of reframing the pedagogical practice of a group of teachers of Art, Physical Education and Pedagogy, who work with initial grades of elementary school of a public school in a town in the interior of São Paulo State, considering the specific characteristics of each area, the initial academic education, pedagogical political project, educational planning, class planning, school infrastructure, pedagogical materials, public policy, religion, media, etc. The development of this program will be ruled by the contributions of Laban Movement Theory (1978, 1990) combined with the proposal made by Marques (1999) regarding subtexts, texts and contexts of dance itself. This is a qualitative research based on the methodology of action research. Therefore, the following data collection will be used in this study: bibliographic research, survey, semi-structured interviews, advisory body, didactic-pedagogic monitoring and observation of pedagogical practice. The investigation will consider two stages: firstly the monitoring and the analysis of implementing the Program of Continuing Education in Dance as well as the collection of narratives of such school teachers through surveys and interviews, and later the observation of pedagogical practice of a group of teachers of Art, Physical Education and Pedagogy at their school work environment. The analysis of results will illustrate the literature contemplating the "spiral approach", which implies a permanent reflection on the action.