Considerações sobre docência, formação e inserção da dança no espaço escolar brasileiro

Abstract

The objective of this research is to apprehend the historical and legal trajectory about the insertion of dance in school, focusing in the context of the extreme south Brazil where the research is carried out. Therefore, authors such as Strazzacappa (2011), Almeida (2016), Hoffmann (2015) and Souza (2015), among others, were studied in order to analyze legal documents and historical-social events to support the discussion on the initiatives that make possible the consolidation of the teaching profession in dance in Brazil, especially in the State of Rio Grande do Sul. The growing number of licensed dance teachers in Brazil, coupled with the reconfiguration of the Arts area after the 1996 LDB, is under pressure to encourage public managers to expand the field of work for these professionals, which includes including the opening of public competitions at municipal, state and federal levels. However, it is necessary to emphasize that, it is not enough just to increase the vacancies for dance teachers in formal education, since it is necessary to prepare the school environment for their reception and their inclusion both from physical-structural as well as human and conceptual point of view.