THE DANCE IN PERSPECTIVE CRITICAL-EMANCIPATED: ONE EXPERIENCE IN THE HIGH SCHOOL CONTEXT

Authors

  • Neusa Dendena Kleinubing Unochapecó
  • Gizéli Servo
  • Ricardo Rezer Unochapecó.
  • Marizete Lemes da Silva Matiello Unochapecó.

DOI:

https://doi.org/10.5216/rpp.v15i3.14532

Keywords:

Dança, Educação Física, Ensino Médio, Abordagem crítico-emancipatória.

Abstract

This paper presents reflections derived from a study with young students in a public school. The aim is examine a proposal for teaching dance for High School, based on the critical-emancipated theory (KUNZ, 1991, 2001). This research was based on the principles of action-research as a form of knowledge production and intervention with the collaborators in this study. The results pointed to the importance of dance inclusion as the content of physical education in High School, understanding it as a possible link between the elements of youth culture and knowledge to be gained from this practice, by viewing one make in dance more conscious and critical.

Keywords: Dance. Physical Education. High School. Critical-Emancipated Theory

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Published

2012-09-24

Issue

Vol. 15 No. 3 (2012)

Section

Artigos Originais

License

This publication is licensed under Creative Commons Attribution License

Creative Commons License

How to Cite

KLEINUBING, N. D. et al. THE DANCE IN PERSPECTIVE CRITICAL-EMANCIPATED: ONE EXPERIENCE IN THE HIGH SCHOOL CONTEXT. Pensar a Prática, v. 15, n. 3, 24 Sep.2012.