A dança como conteúdo das aulas de Educação Física: suas possibilidades a partir da formação continuada dos professores do município de Bagé/RS

Abstract

Physical Education. Nevertheless, studies show that the mentioned body practice is not significant as part of the Physical Education classes in school. This way, the present search aimed to comprehend the knowledge envolving teachers preparation from the analysis of an intervention with school dance contents considering Physical Education teachers in Bagé/RS. This is a qualitative research which prioritizes the Action Research, according to the cycle pointed by Tripp (2005), in which the actions are planned, implemented, described and valued. After the intervention, the practice is evaluated in order to be improved. The investigated individuals were Physical Education teachers from the municipal schools in Bagé/RS who attend Early Childhood Education and Elementary Education. The intervention was made during a three-month period in the first semester of the year 2013 and it involved school dance classes in which there was a process of constant partner exchanging during the meetings, raising accurate discussions about the reality of school dance classes in schools where each teacher works. To document all information produced, the following instruments were regularly used in meetings: questionnaire (diagnosis and evaluation ones), filmings, photographs, reflective written petitions. Using the information obtained, a categorization, exploration and discussion of the research was made from the analysis of the content and data triangulation. The study revealed the importance of continued training for teachers, who showed an improvement on their professional qualification to deal with the mentioned subject in their pedagogic practices, allowing them to ponder over old knowledge in favor of new knowledge. The training practices shoud be a constant point in teaching career, permiting the teachers to improve their professional development.