Dançando o cotidiano: um processo criativo em escola pública de Manaus-AM

Abstract

This dissertation, entitled "Dancing the Everyday: A Creative Process at School," investigates the relevance of dance as a pedagogical strategy in the early years of elementary school, specifically with children aged 8 and 9. The study aims to demonstrate how dance assists in the teaching-learning process in a holistic way through the student's corporeality. The methodology adopted was Action Research, structured in cycles of planning, action, observation, and reflection, which allowed the researcher to intervene directly in the school context through dance workshops, where the creative process was the central axis. Data collection was carried out through audiovisual recordings and direct observation of student behavior, recorded in a field diary. During the workshops, the children were encouraged to investigate the body-subject and re-signify their daily experiences, transforming everyday gestures into choreographic material. The results reveal that the relationship between daily life and education, mediated by art, promotes bodily self-discovery and understanding of physical and cognitive potential, transforming codes so that everyday moments gain not only aesthetic and artistic contours, but also global learning. This process fostered the encouragement of children's autonomy, culminating in the creation of choreographies that combine the students' life experiences with the language of dance. The study shows that action research, by stimulating creative processes, validates dance in school as an essential field of knowledge, capable of transforming students' perception of the world and strengthening their integral and sensitive development.