“Não quero fazer dança! eu nem vou ser bailarino!”: relações epistêmicas, identitárias e sociais de crianças com a dança

Abstract

The aims of this study were: understand how the history of children and childhood could contribute to locating the ways in which students in the 4th and 5th year of elementary school (10 and 11 years old) relate to dance knowledge; to narrate the teaching-learning process of this subject; to point out possible paths, strategies and reflections. From a theoretical-methodological perspective, we used a literature review (state of the art); narrative research; and relationships with knowledge. Based on a dialog about the concepts of experience and subject of experience, the results point to changes in the epistemic, identity and social relationships constructed and reconstructed between children and dance, based on our experiences, as well as the importance of narrative as a possibility for the teacherresearcher to reflect on their own practice.