Pensarfazer procedimentos pedagógicos adotados no projeto arte em movimento

Abstract

This monograph search to reflect on the pedagogical procedures adopted in the classes of the Art in Motion Project, realized at the Instituto Peniel de Ensino (Uberlândia / MG), in the Alfa class, over four years (2013 to 2016). It is intended to describe the impact of the confluence between the study of movement in dance from some presuppositions of somatic education and education by principles, in the educational process developed with the children. In this work, I searched to identify relationships between the pedagogical experience lived in IPE, my dance practices and the authors that based my reflections. During the course of the classes, I adopted strategies that helped students to develop a body thinking, dance movement, dance creation processes; all associated with the pedagogical proposal of the school: Education by Principles. In this process of knowledge developed in the area of dance, I recognize the contribution of this study in body and spatial awareness, so that social interaction is more sensitive in the perception of oneself and the other, either in school or in another place.