Dança nas aulas de educação física escolar: a interferência religiosa na vivência prática dos estudantes

Abstract

The aforementioned work described here addresses the theme of religious interference in the practical experience of students within physical education classes, working with the theme of dance. Seeking to understand pedagogically the causes of non-practical participation on the part of students, since dance within the teaching of physical education predicts the necessary experimentation within schools, with its pulsating and necessary experience within physical education classes, placing itself very In addition to commemorative expressions within the country's cultural calendar, dancing on the school floor is a tool of knowledge and social and cultural affirmation for students in the community and territory in which the school is located, at the same time that dance is placed as this transformative agent, his experimentation at school comes up against different views of appreciation of physical education as a pastime and by traditionalists such as those governed by moral and religious points of view that oppose the active and practical participation of students as a challenge, limiting their experiences appreciation with a distance from experimentation, as a probable violation of their bodies and ideals, the present study was carried out with 10 students from the north of Recife, where they responded to a questionnaire that investigated the influence of religiosity on non-participation practice dance in physical education classes, the results of the field at the end of the work show which aspects of the vision of life constructed by students based on their faith interfere in their practice of dance within the school and how dance can be designed to allow these students to try dance in class without it clashing with their beliefs.