DANCE AND Deafness IN PUBLIC SCHOOL: a pedagogical intervention
Dance Teaching. Deafness. Municipal School.
The work brings a reflection on the inclusion of students with deafness in school and the artistic possibilities of teaching, in dance classes for Elementary School I. This is an experience report at the Vicente de França Monte Municipal School, located in the Municipality from São Gonçalo do Amarante / RN. Among the various possibilities for working with artistic education, we chose to start with body investigations as a reference point for pedagogical intervention. Our writing aims to reflect on the contributions that this inclusive and educational action can bring to the teaching of dance, indicating a possibility to work this content with the body in the midst of deafness, considering the historical-corporal experiences brought by the students and the critical and contextualized reading of the forms of inclusion that can be exercised by dance today. We define that the methodology used involves qualitative descriptive research under an instrumental case study bias. The choice of the proposed theme favors students' knowledge, appreciation and resignification on the part of the students, as well as contributing to the understanding of the inclusive and symbolic relationships that are historically inscribed by the body. It is noticed that working with the content in an inclusive way allows to broaden the students' intrinsic views on the way of perceiving the world, as well as allowing the discovery of other ways to contextualize an image from the experiences lived by the students during the research.