Dança e inclusão na educação básica vertentes na teoria das Inteligências múltiplas

Abstract

This work proposes a dialogue between dance and inclusion and the theory of multiple intelligences. Objective to verify how dance enables the inclusion of students with intellectual disabilities in the context of basic education. The qualitative research, descriptive type, data were collected in two Municipal Schools of Integral Education in the city of Aparecida de Goiânia, from the observation of dance classes and interviews with students and their guardians. Considering the data collected and analyzed in this research, we conclude that the practice of inclusive dance at school can provide students with intellectual disabilities with significant contributions to affective and social, motor and cognitive development, allowing students with this type of disability to feel more included in the school environment and society.