This monograph aims to offer a dance curriculum structuring for the second year of Primary School I of the School of Application of UFPA-E / AUFPA, as well as to analyze and suggest methodologies used in the application of this curriculum for this school. As a foundation for the present object, I resort the conceptions of dance as a language treated by Isabel Marques (2011), in the search for a critical and creative application of dance in a school context, based on the curriculum conceptions endorsed by Silva (2010). Thus, I would like to highlight the adoption of some documents produced by the Ministry of Education as important instruments to aid dance practice in school, such as the National Curriculum Parameters of Art - PCN art (1997) and BNCC National Common Curricular Base (2017), such as Rudolf Laban (1978), Thereza and Stephen Cone (2015), and Leonora Lobo and Cássia Navas (2007), according to the necessary updates to E / AUFPA. In the search for the ratification of the language Dance as a curricular component necessary for human education, I propose the understanding of dance as an educational power, based on the relationship between movement and art.
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