Vozes do PIBID Dança em tempos de pandemia: ressignificando práticas da dança

Abstract

Society has gone through many changes over the years, to be more specific at the end of 2019, Brazil and other parts of the world experienced uncertain moments in politics, economy, education and especially in health, arising from the pandemic. In addition to socioeconomic areas, education is experiencing difficulties in the pandemic in an alarming way, due to the current education structure and system. In the field of arts education, the look needed to be re-signified. It was what led me to this place, in order to expose my experiences as an academic and the observations acquired from the Pibid Dança/UEA subproject. This teaching experience came with a great challenge to explore teaching practice in pandemic times, such a path motivated me to investigate narratives about dance teaching in times of health crisis, and these looks took place in the exercise of dance at school in the teaching experience. Thus, the theme focuses on the resignification of dance practices in the experience of remote teaching in the realization of the subproject Pibid Dança/UEA at the Cacilda Braule Pinto school. It focuses on the following line of research in the Dance course: Society, Culture and Education in Dance. Permeated by the concerns exposed, there is the following problem: what are the paths taken by Pibidians in the elaboration of alternatives of pedagogical practices to carry out remote activities during the pandemic? The research has as its main objective the investigation of the interfaces of remote dance teaching in the elaboration of alternatives found by Pibid Dança academics during the pandemic period to carry out remote dance teaching at school. In view of this proposition, we pursue, in a more specific way, the following objectives: to investigate theoretical perspectives that approach and deal with the theme of resignification of teaching, technology and their approaches to the teaching of dance at school in pandemic times; analyze and describe teaching experiences of dance course academics involved in the program during the pandemic period; to identify difficulties, confrontations and problem solving of the teaching experience in the course of the pandemic; and finally, to present narratives about the process of discovering possible alternatives and perspectives in remote teaching found by the academic pibidians of the Dance course. This research is qualitative in nature and focuses on the experiences of Pibidians when proposing activities during the pandemic. This is a field survey. And in this sense, it involves the investigation of the aspects that are presented around the studied group. As for data collection, the instrument used in the research was conducted through interview with guidelines. We believe that the research brought significant contributions to the study of dance at school; the sharp look at the questions that arise allowed us to discuss ways that were made from the unexpected and that operated even greater processes of readings of the school environment.