Name: JOICE GOTTARDO DE JESUS
Publication date: 21/03/2025
Examining board:
Name |
Role |
|---|---|
| ANDRESA DE SOUZA UGAYA | Examinador Externo |
| ERINEUSA MARIA DA SILVA | Coorientador |
| LEANDRO TEÓFILO DE BRITO | Examinador Externo |
| MAURICIO DOS SANTOS DE OLIVEIRA | Presidente |
Summary: This dissertation aims to understand the gender crossings in the appropriation of knowledge in dance, constructed during initial training in Physical Education, based on the experiences of undergraduate students in the third semester of the curricular component “Knowledge and Methodology of Teaching Dance” in the Bachelor’s Degree in Physical Education at the Federal University of Espírito Santo. We used a qualitative approach because we sought to analyze and interpret aspects of our reality that cannot be quantified. The research is a case study, and to achieve the proposed objectives, three techniques were used: document analysis; observation; and semi-structured interviews with the students and the professor of the Knowledge and Methodology of Teaching Dance course. Based on the triangulation of data obtained through observation, interviews, and document analysis, we identified how the sociocultural constructions attributed to people regarding gender identity and sexual orientation intersect with the appropriation of dance knowledge in the initial training of the Bachelor’s Degree in Physical Education at the Federal University of Espírito Santo. This research unfolded into two distinct but interconnected articles that address different dimensions. The first article, "First Experiences with Dance: The Perceptions of Physical Education Students," investigated the initial experiences with dance of Physical Education students. The results showed that for many of these students, the first experiences with dance took place in different places and in various ways, with school being the most mentioned by the interviewees. Although predominant in the responses, there are still some difficulties when it comes to dance as a content of school Physical Education. Aware of this past, the second article "Bodies in dialogue: previous experiences and the construction of knowledge related to gender issues in dance", focused on studying the experiences with the gender dimension and dances and the construction of knowledge of Physical Education students about gender relations within this field. The research showed that by breaking with gender stereotypes and adopting inclusive pedagogical practices, the curricular component allowed dance to be developed in an educational, welcoming, and emancipatory space, which fostered transformations and strengthened resistance by promoting respect and the appreciation of diversity. While the first article focuses on the initial experiences and perceptions of these students, the second broadens the perspective to the implications of these experiences in the context of gender relations. Together, the two articles offer a critical reflection on the role of dance in academic training and how it can serve as a field of experimentation and learning about the body, identity, and social dynamics. The research contributes to a deeper understanding of the potential transformations in the training of future Physical Education professionals, particularly regarding the recognition and deconstruction of normative gender patterns.
Keywords: Gender; Dance; Sociocultural constructions.
