BODY PRACTICES AS CONSTITUTIVE ELEMENTS OF THE CULTURAL IDENTITY OF PEOPLES AND GROUPS, USING DANCE CLASSES, GAMES AND COMMUNICATION

Abstract

Historically, the body practices offered by Physical Education are distributed in five main areas: gymnastics, sport, game, dance, and fight, in a curricular program for the different levels of education; however, little has been written about the purposes and activities of Physical Education for Children Education, being limited to recommend only recreational activities for this level of Basic Education. Little is said about the lesson of Physical Education as a pedagogical act, with its objectives and intervention strategies that consider the processes of development and learning. Referring to the methodology applied to build this brief study, we mention the choice of bibliographic research, of a qualitative nature with a descriptive approach, seeking to describe the reality found and observed. In this sense, it is understood that in Kindergarten, body activities should give way to psychomotricity, seeking theoretical and practical foundations that serve as instruments to act in this stage of Basic Education, using the act of playing as a pedagogical anchor. In view of the above, this research aims to present the importance of body practices as constitutive elements of cultural identity. It concludes, therefore, the importance of working with games, dances, and communication, especially when talking about the work faced by the corporal practice demonstrating the identity of human beings.