Dança: uma alternativa à inclusão com arte nos anos iniciais do ensino fundamental

Abstract

This paper had as theme the contribution of the dance language as a potential tool of inclusion from disable students in the elementary school cycle I. The current investigation highlights the necessity of the Art teacher to take the improvement to adapt himself/herself to the student social environment e become a facilitator to the knowledge. The study was grounded in theoretical sources, which points to a necessity and an important teacher background, a professional who must be able to assist the school requests and contribute with the formation of an inclusion citizen. It was assumed that the hypotheses that teachers are not prepared to deal with inclusion and this way the work can serve as guiding instrument to the new Art teachers, other assumptions is, unfortunately, many disable students are excluded or put as `figurative element` in dance presentations. The dance practice is integral and awakes each student potential giving opportunities to his/her cognitive ad sensorialmotor development. Finally, the present monography brings a vision of necessity of the capacity from Art teachers to assist the legal demands and provides a quality education to disable students.