Dança-arte e educação: a "Limov" como proposta pedagógica na prática da dança para uma abordagem inclusiva

Abstract

This study presents Limov — Line in Motion — as a pedagogical proposal for dance classes aimed at inclusive education. The proposal was created from teaching experience in the Playful Dance course at Liceu de Artes e Ofícios Claudio Santoro, in Manaus-AM, and articulates Rudolf Laban’s movement principles, playful practices, mobile scenic objects, and spatial orientation strategies to support participation, autonomy, and bodily expression among children with different ways of learning and moving. This is a qualitative, applied study situated in the field of artistic practice as research, using participant observation, a field diary, photographic records, pedagogical monitoring forms, and a questionnaire answered by guardians. Twelve female students aged 7 to 10 participated in the study; among them, three autistic students and one student with intellectual disability, all with medical reports informed to the institution. Thirty classes were held, organized into warm-up and stretching, playful activities with classical ballet foundations, individual, paired and collective practices, and a final reverence. The data were considered through a process-based reading of the students’ pathway, focusing on affectivity, attendance and participation, autonomy in dance, and bodily expression. As an educational product, the Cartilha Limov na Dança was systematized, including class sequences, mobile kit materials, and illustrations produced by Carina Maria Navegante Dias. The study indicates that Limov may contribute to inclusive pedagogical practices 3 in dance education by transforming the line into a playful, visual, and bodily resource for adapting classes to different bodies.