Escola de tempo integral: a dança nos contextos pedagógicos neste modelo de ensino

Abstract

This research is bases on: Integral Time School: The dance in the pedagogical context in teaching model, whose objective seeks to investigate How the dance is being developed in a context of fulltime school. The problem ofthis research is to understand how the interdisciplinary or extraclass projects necessary for the developed of an integral education are given, considering that the newly implemented fulltime school in Amazonas at first offers favorable conditions for the insertion of dance in this context, from this the present study seeks to answer how the practice of dance contributes to an integral education in the vision of fulltime school? Aiming to investigate howdance is being developed in a fulltime school context. The methodology used in this research is exploratory in nature, adopting a qualitative approach, through the phenomenologic al method, having as research en viron mentthe state school of integral time Altair Severiano Nunes and the state school Cacilda Braule Pinto. For data collection semistructured interviews were conducted for managers, teachers and pedagogues, and a questionnaire for 9th grade elementary school students. The main authors that support fulltime education are: Ana Maria Cavaliere (2007), Jaqueline Moll (2009), and Moacir Gadotti (2009); contextualizing the dance in the integral formation of the student, se have as theoretical: Márcia Strazzacappa (2001); dance at the School, in which se have Isabel Marques (2010) as a theoretical source. As a result it was observed that dance in the context oferta fulltime school, contributes to acompreensive education of the student in aspects related to the commitment to the studies, to the discipline in theclassrrom, more effective involvement situe the events of the school, reduction of school dropout, and initiatives from the students the selves to carry out the interdisciplinary projects and activities of the school.