Dança de salão e Tiktok nas aulas de educação física escolar: um diálogo com a mídia-educação

Abstract

This dissertation investigated how the pedagogical use of digital media, grounded in the principles of media education, can contribute to the teaching of ballroom dances in school Physical Education through embodied experiences with forró, waltz, and line dance. The study adopts a qualitative approach, characterized as action research, integrating planning, pedagogical intervention, documentation, and reflective analysis of teaching practice. The research was conducted with a 9th-grade class in a public school, with the central focus on bodily experimentation in ballroom dance and the problematization of initially restricted perceptions related to the body, leading and following roles, gender norms, and forms of participation. The pedagogical intervention combined practical dance experiences, collective discussions, and the intentional use of digital media as mediating devices. TikTok was employed as a cultural language to observe, record, and re-signify the embodied experiences lived in class, while Mentimeter and other digital tools were used to gather students’ perceptions, feelings, and reflections, enabling a critical examination of bodily practices and media representations associated with dance. Data were generated through field notes, interactions on digital platforms, student feedback instruments, and audiovisual records of the classes. The analysis shows that the articulation between embodied practice and media mediation fostered shifts in students’ initial perceptions, expanding forms of participation, expression, and understanding of dance as a cultural language. Student authorship emerged as a process constructed through bodily experiences, collective reflection, and pedagogical guidance, indicating that creative and media production processes do not occur spontaneously. As an outcome of the research, the educational product No Passo do Algoritmo – Lessons that Dance with the Digital World was developed, a pedagogical guide that systematizes the proposal through principles, modes of creation, and detailed lesson plans. The study concludes that the intentional integration of embodied practices and digital media, mediated by media education principles, contributes to more critical, participatory, and authorial learning processes in school Physical Education.