THE PLACE OF DANCE IN EARLY CHILDHOOD EDUCATION IN THE CURRICULUM OF THE MUNICIPAL EDUCATION NETWORK OF CHAPECÓ-SC (BRAZIL)

Abstract

This article proposes to analyze the insertion of dance in the Early Childhood Education curriculum, in Chapecó-SC, Brazil, based on official documents from the municipal education system. Methodologically, it was used document analysis to obtain data, in organization of a qualitative study aiming to deepening the object of study. Based on the analysis of the Currículo Base da Educação Infantil Municipal de Chapecó-SC (CHAPECÓ, 2019), the Currículo da Educação Infantil da Região da Associação dos Municípios do Oeste de Santa Catarina (AMOSC, 2019) and the Proposta Pedagógica da Rede Municipal de Ensino de Chapecó (CHAPECÓ, 2020), the results points that dance is present in curriculum, though still not broadly, associated to music, culture and events which happens occur throughout the school year. On the other hand, it is recommended to develop pedagogical practices that address the skills provided in the BNCC (BRASIL, 2018) experience fields, which are the basis of the curriculum organization. Dance can be a place for freedom of expression and sensitivity, not limited to music time or even school routine.