Percepitions and strategies of dance and physical education teachers for student engagement in classes

Abstract

The present study investigated the perception of Dance and Physical Education teachers about the participation of students in dance classes, with the objective of examining the pedagogical strategies used to foster student engagement. For a qualitative and descriptive approach, the research used semi-structured interviews with 9 teachers. The analysis of the collected data, carried out through the technique of units of meaning, revealed a diversity of pedagogical practices. The results indicate that teachers mobilize several strategies to make classes attractive and motivating, stimulating student participation. The strategies identified are: the use of methods for the precise execution of movements, aiming at the development of technique; encouraging social interaction among students, cultivating a collaborative environment; musicality as a tool to arouse interest and expressiveness; playful activities to promote fun and engaging learning; and the stimulation of creativity, encouraging the exploration of individual movements and ideas. In summary, the teachers' commitment to resignify their pedagogical practices is evident, offering dynamic, interesting and relevant dance classes to students.