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A dança numa abordagem interdisciplinar com o português e a matemática e a aprendizagem dos alunos do 1.º ciclo do ensino básico
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O presente relatório descreve um estudo que analisou o contributo da Dança no
âmbito interdisciplinar na sistematização de conteúdos de Português e de Matemática
numa turma de 1.º ano do 1.º Ciclo do Ensino Básico (CEB). A investigação emergiu da
constatação da reduzida presença da Dança nas práticas pedagógicas, apesar do
reconhecimento do seu valor educativo, o que justificou a exploração do seu potencial
enquanto abordagem que articula movimento e conteúdos curriculares. O estudo
enquadrou-se numa metodologia de investigação-ação e teve por base a seguinte
questão de investigação: “Será que a vivência das aulas de Dança integradas com os
conteúdos de Português e Matemática influenciará a aprendizagem dos alunos?”. A
intervenção foi desenvolvida numa escola pública de Coimbra, envolvendo 21 alunos e
integrou quatro aulas interdisciplinares de Dança durante um mês. Foram criadas folhas
de exploração, aplicadas antes e depois das aulas, permitindo a análise da evolução dos
alunos ao longo do tempo, bem como realizadas entrevistas semiestruturadas para
recolher as perceções dos alunos sobre as aulas de dança e aprofundar evidências do
processo de aprendizagem. Os resultados indicaram uma melhoria na sistematização dos
conteúdos trabalhados, bem como a capacidade dos alunos em associar os movimentos
e as danças aos conceitos de Português e de Matemática. Verificou-se ainda um maior
envolvimento e motivação nas aulas de Dança, sugerindo que a utilização do corpo
expressivo contribuiu para tornar as aprendizagens mais significativas para os alunos.
Conclui-se que a aprendizagem interdisciplinar através da Dança com conteúdos
curriculares pode constituir uma abordagem pedagógica pertinente no 1.º CEB,
oferecendo um contexto expressivo e dinâmico que favorece o envolvimento dos alunos,
potenciando a compreensão dos conteúdos trabalhados
This report describes a study that examined the contribution of Dance, within an interdisciplinary framework, to the systematization of Portuguese and Mathematics content in a 1st-grade class of the 1st Cycle of Basic Education. The investigation emerged from the recognition that Dance remains scarcely present in pedagogical practice, despite its acknowledged educational value, which justified exploring its potential as an approach that integrates movement with curricular content. The study followed an action-research methodology and was guided by the following research question: “Does the experience of Dance lessons integrated with Portuguese and Mathematics content influence students’ learning?” The intervention took place in a public school in Coimbra and involved 21 students. Over the course of one month, four interdisciplinary Dance lessons were implemented. Exploration worksheets were created and administered before and after each lesson, allowing the analysis of students’ progress over time. Semi-structured interviews were also conducted to gather students’ perceptions of the Dance lessons and to deepen the understanding of their learning process. The results indicated an improvement in the systematization of the curricular content addressed, as well as the students’ ability to associate movements and dances with concepts from Portuguese and Mathematics. A high level of engagement and motivation was also observed, suggesting that the use of expressive movement contributed to making learning more meaningful. It is concluded that interdisciplinary learning through Dance, combined with curricular content, may constitute a relevant pedagogical approach in the 1st Cycle of Basic Education, offering an expressive and dynamic context that fosters student engagement and supports the understanding of the content explored.
This report describes a study that examined the contribution of Dance, within an interdisciplinary framework, to the systematization of Portuguese and Mathematics content in a 1st-grade class of the 1st Cycle of Basic Education. The investigation emerged from the recognition that Dance remains scarcely present in pedagogical practice, despite its acknowledged educational value, which justified exploring its potential as an approach that integrates movement with curricular content. The study followed an action-research methodology and was guided by the following research question: “Does the experience of Dance lessons integrated with Portuguese and Mathematics content influence students’ learning?” The intervention took place in a public school in Coimbra and involved 21 students. Over the course of one month, four interdisciplinary Dance lessons were implemented. Exploration worksheets were created and administered before and after each lesson, allowing the analysis of students’ progress over time. Semi-structured interviews were also conducted to gather students’ perceptions of the Dance lessons and to deepen the understanding of their learning process. The results indicated an improvement in the systematization of the curricular content addressed, as well as the students’ ability to associate movements and dances with concepts from Portuguese and Mathematics. A high level of engagement and motivation was also observed, suggesting that the use of expressive movement contributed to making learning more meaningful. It is concluded that interdisciplinary learning through Dance, combined with curricular content, may constitute a relevant pedagogical approach in the 1st Cycle of Basic Education, offering an expressive and dynamic context that fosters student engagement and supports the understanding of the content explored.
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Dança aprendizagem interdisciplinar Português Matemática 1.º Ciclo do Ensino Básico Dance interdisciplinary learning Portuguese Mathematics Primary Education