A dança nas aulas de Educação Física: as relações de gênero na perspectiva da coeducação

Abstract

Dance integrates the developmental processes of individuals, articulating bodily, expressive, and sociocultural dimensions. Within the curriculum, dance falls under the category of "body culture" content, where the body is understood as a historical, social, symbolic, and political construct. As an educational practice rich in possibilities, dance not only fosters individual expression but also serves as a fertile space for addressing broader social issues, including gender relations. Thus, the general objective of this project is to analyze gender perceptions in dance classes conducted as part of Physical Education for a middle school group. The sample comprises students in grades 6 through 9 at a state school in Parintins, Amazonas. The study employs a qualitative, applied approach, specifically field research. Data collection instruments included a field journal for recording observations and a semi-structured interview guide. Subsequently, a didactic sequence (ten lessons) focusing on dance, gender, and co- education was implemented. The investigation revealed that students' perceptions are mediated by gender stereotypes associating dance with the feminine, which leads to insecurity and self-censorship, particularly among boys. The results demonstrate that embarrassment and the fear of peer scrutiny act as factors inhibiting movement during the transition from technical mimesis to rhythmic expression. However, co-educational practice—by promoting the rotation of leading roles and fostering critical reflection— contributed to overcoming stereotypes and sexist attitudes. It was concluded that shared rhythmic interaction strengthened bonds of otherness, fostering the development of gender equity as a foundation for full citizenship within the school environment.