Dificuldades de memorização no processo de ensino-aprendizagem da dança - um estudo com professores

Abstract

This research discusses a study on the difficulties of memorization in the process of teaching and learning of dance from the view and opinion of teachers of practical disciplines of the undergraduate course in dance at the University of the state of Amazonas. Aiming to investigate the difficulties of memorization in the process of teaching and learning of dance, from the dialogue with teachers, we sought to identify the existence of difficulties of memorization by the students in dance classes, starting from what was reported by teachers; to analyze whether the difficulties of memorization influence the process of teaching and learning of dance; check in what circumstances the difficulties of memorization are manifested, and finally, discuss the use of strategy (s) by teachers to solve these difficulties of memorization. The teaching-learning process can be understood in general as the acquisition of new information and its integration to the set of knowledge already constructed, therefore, is interdependent on the processes of memory, including when it comes to training Who dance and the execution of the movements, because the memory is directly related to the final product. However, there is little research on the subject in the area of dance. The research was based on a bibliographical study, from the interview with nine professors of practical disciplines of the undergraduate course in dance at the University of the state of Amazonas and had their results studied from the content analysis. It was confirmed that the participating teachers identify difficulties of memorization in their students in the course practical classes, as well as consider them as an interfering factor in the teaching-learning process, according to the majority. It was found that the greatest recurrence of memorization difficulties is during ballet classes, during the execution of complex exercises, bilateral movements and sequences. But still, the difficulties of memorization are also present in other practices that require motor repertory. Most teachers say if they use and perceive their students using strategies to solve the difficulties of memorization and/or stimulate memory. However, it was found that, although some achieve a positive result, they do not collaborate effectively to overcome the difficulties, functioning only as palliative.