O ensino de dança numa perspectiva inclusiva para pessoas surdas e não surdas em uma escola municipal de São Gonçalo do Amarante/RN

Abstract

This thesis advocates for a sensitive approach to dance education through the use of body games integrated with sign language, aimed at constructing knowledge through and with the body/subject, while embracing connections between individual and collective experiences. It offers a reflective perspective on the inclusion of a deaf student in school and explores teaching possibilities within Art/Dance classes for upper elementary students. This work is based on an experience report from the Vicente de França Monte Municipal School in São Gonçalo do Amarante–RN, Brazil. In exploring feasible methods for teaching Art/Dance, body-based games were chosen as the primary reference for pedagogical intervention following corporeal investigations. The general objective of this study is to analyze the contributions of dance education through body games for both deaf and hearing children and adolescents. Specific objectives include investigating embodied dance experiences in a classroom setting with both a deaf student and hearing students; analyzing Dance as an art form through body games from an inclusive perspective; and developing pedagogical practices that integrate body games and Dance to reconfigure inclusive dance education in the school environment. The chosen research methodology is qualitative, sociocultural, and interpretative in nature. The theme fosters knowledge, appreciation, and corporeal re-signification for both deaf and hearing students, contributing to an understanding of inclusive and symbolic relationships historically inscribed in the body. It is evident that addressing Art/Dance content bilingually and inclusively broadens students' intrinsic perspectives on how they perceive the world and enables them to discover alternative ways to contextualize dance through their lived experiences over the course of the study.