A dança-jogo como possibilidade no ensino da dança

Abstract

This work is a qualitative research whose objectives were: to reflect on the practice of dance-game as a possibility of teaching dance; how to take a dance class in which students are motivated to participate and investigate other possibilities of dance teaching. As participant-players of the research, it covers classes with students of the fifth grade of the Deputado Erivan França Public School, students in the class “Poetics and Decolonial Aesthetics of the Graduate Program in Performing Arts at the Federal University of Rio Grande do Norte (UFRN) and Dance undergraduate students in the class "Dance and Education". For this, the researches of some authors in the field of dance education are brought with the intention of reflection, such as Carolina Andrade and Kathya Godoy (2018), Teodora Alves (2019), Márcia Strazzacappa (2001), Karenine Porpino (2006) and Lara Machado (2017). It was noticed that the students of the Public School actively participated in the games proposed in the classroom that involved body movement, but did not dance. In this sense, this study developed the term dance-game in order to transform the game into a dance proposal, where the participants continue to do the repetitive actions of the anticipated game and improvise from it in the scene created by the dance-game with the help of an external proposer. It is necessary to consider that this research leaves open the possibility of new developments of this term through new experiments in its various spaces, such as the classroom, sports court, creative laboratories, squares, streets and where else it can be done.