Dances in basic education: at school parties and beyond them

Abstract

The work investigates the relationship between dance teaching, school parties and other possibilities of happening and insertion of dance in Brazilian basic education. The investigation presents a bibliographic analysis of four academic research, which bring together different regions of Brazil, different forms of insertion of dance in the school curriculum and different times of teaching activity. It is concluded that, if we treat dance in a current, contextualized way and without reproducing historical discourses of the dance knowledge area, it is possible to perceive that it is often found in school parties consciously and through didactically justified choreographic creation processes. This is attributed to the expansion of the area, having more and more professionals licensed in the specific subject, thus increasing the diversity of teaching, as well as expanding the spaces of action in the school curriculum.