Dança, cognição e afetividade em uma escola rural de tempo integral da educação básica: contribuições de uma experiência
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Data
2016-03-14
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Universidade Federal de Goiás
Resumo
This study sets out to investigate the contribution of dance to the development of cognition
and affectivity in the educational field and point to its importance as a facilitator in the
teaching-learning process, seeing that it can be understood as a resource for the artistic,
critical, cultural, aesthetic, social and physical formation of students. In this context, the need
for work with movement integrated into the other curriculum components of basic education
is emphasized, especially in full-time education schools. Its main objective is to analyze the
relationships between dance, cognition and affectivity and their contribution to the education
of children based on an experience in a full-time Basic Education School in the municipality
of Goiânia. The research is a qualitative case study. The theoretical basis for this work
highlights Vygotsky (1991), Wallon (1975), Breton (2011), Merleau-Ponty (1999), Damásio
(2000), Maturana and Varela (2001) and others. In order to base this proposal on the specific
context of dance and the arts in general rooted in education, this study presupposes a
reinterpretation of the works of Marques (2003), Strazzacappa (2001), Saraiva-Kunz (2003),
Laban (1990), Dantas (1999b) and Vianna (2008).
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Dança , Escola , Educação , Cognição , Afetividade , Dance , School , Education , Cognition , Affectivity
Citação
SILVA, Lúcia Maria da. Dança, cognição e afetividade em uma escola rural de tempo integral da educação básica: contribuições de uma experiência. 2016. 175 f. Dissertação (Mestrado Profissional em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2016.