Dialogue between pedagogical approaches of brazilian physical education and dance content in school context / Diálogo entre abordagens pedagógicas da educação física brasileira e conteúdos de dança no contexto escolar

Abstract

The present PIBIC High School research, CNPq quota (2019/2020), aimed to analyze the influences of many pedagogical conceptions of Physical Education in Brazil, based on the investigation of theoretical assumptions, main themes, methodological and ideological contexts, identifying what sense and meaning dance content presents in school context. In this regard, we investigated the influences of PE’s multiple pedagogical conceptions in Brazil, based on the investigation of theoretical assumptions, main themes, methodological and ideological contexts, identifying what sense and meaning dance content presents in school context in each pedagogical approach. The necessity to research this theme comes from the constant concerns regarding the development of dance as an integral part of the contents that compose PE, because it is characterized as a knowledge, a cultural manifestation of unquestionable importance in school institution. According to the objectives’ specifications, this study consists in qualitative research, which methodological proposal for its accomplishment will be developed through the combination of a bibliographic research and a review of primary literatures. As result, we identified ten pedagogical approaches in Brazilian school PE divided into two large groups focusing on teaching methodology issue: non propositive and propositive conceptions (non-systematized and systematized). We concluded that the similarity between all PE’s approaches is the search of a scientific basis to understand its object of study and, analyzing how the main approaches of Brazilian school PE understand dance’s teaching (once between its contents), we identified that there is no agreement in the propositions regarding this content’s appliance.