Danza tradicional na escola: Relato de duas experiencias de inclusión da danza tradicional no programa curricular do ensino básico

Abstract

It’s a central concern of our government to provide the arts on schools. In this way, it’s important to take some data from this kind of practices that can improve the decisions token by our local and national governors. In this article, we present two artistic education experiences, particularly, through international traditional dance classes, implemented on all Évora basic schools: The JOGAR program, and the MUS-E project. The first one offers traditional dance classes, in general on curricular time, with groups that choose this modality, over three month. The other one presents different artistic activities from the beginning of the academic year, included on curriculum, applied to every groups weekly, during 45 minutes. Both consider dance as a discipline, with learning objectives, on a space where children can get fun, but, fundamentally, they can learn. Traditional dance is here considered as an important way to promote social competences, to valorise culture, improving the harmonious psychosocial development of children. The project’s development, formal and informal evaluation results are here presented.