Abordagens metodológicas para o ensino da dança com crianças

Abstract

This work investigated methodological approaches for teaching dance to children, with an emphasis on promoting children's protagonism, sensitive listening and valuing playfulness. The research was developed through a bibliographical review, using books, scientific articles and official documents in the field of education as its main sources. The objective was to analyze the methodologies that favor a more dialogical, participatory pedagogical practice and aligned with the specificities of childhood. The results indicated that pedagogical practices that encourage creation, improvisation and body expression are fundamental for dance to become a meaningful language for children. It was also evidenced that the use of resources such as imitation and technical dance teaching, when mediated in an intentional and sensitive way, can collaborate with the dance teaching process, as long as they do not overlap or nullify the children's inventive capacity. Finally, the role of the teacher as mediator stands out, planning situations that allow children to develop their autonomy, expressiveness and authorship in dance productions with them. It is concluded that the integration of dance into the educational context requires intentionality from the teacher and methodologies that respect children's inventiveness and protagonism, contributing to more meaningful and inclusive practices.