Inclusão social e ballet clássico: um estudo de caso sobre a percepção dos atores sociais de um clube escolar no município do Rio de Janeiro

Abstract

This case study aimed to verify the perception of social actors of a School Club in the city of Rio de Janeiro which uses sport and art as a means of social inclusion, the reasons for admission, permanence and evasion, of students from the Classical Ballet Workshop. To carry out the investigation, the triangulation of the data found in the bibliographic review was used, with data collected in the field through document analysis and semi-structured questionnaires applied to 84 respondents (80 women and 4 men), who participated in the workshop in the period between 2017 and 2022. The subjects were divided into 4 groups: group of studentes (A = 36 girls and 2 boys), with a mean age of 12.5 years, group of teachers (P = 2 women), with a mean age of 40 years, group of dropped out students (E = 19 girls), with a mean age of 12.5 years and group of graduates (EG = 23 women and 2 men), with mean age of 21.7 years. The quantitative data were analyzed from descriptive statistics and the qualitative data from the perspectiva of Certeau (1988) valuing the voice of the interviewee in full, for later description, decomposition and synthesis. The results found between the groups indicate that the subjects seek to learn the modality with a utilitarian and professional sense and remain in the space because they feel partially attended to in their aspirations. The data point to the importance of Family incentives both for the admission and for the permanence of the subjects. In the perception of the subjects in groups A, P and EG, the reasons for dropout are linked tp personal aspects such as changing the teaching network or school schedule, while for group E the reasons are pedagogical, structural, social and personal reasons. It is possible to conclude that the teaching of classical ballet in Social Inclusion Projects can be a positive intervention in the democratization of knowledge and a means of social transformation, provided that agréments are built between the institutional proposals and the expectations of the actors, wich favor the adherence of the participants. As negative points, the lack of investments can be considered, added to the litthe autonomy of teachers and directors, to interfere in the organization of the program, which can affect the quality of the pedagocical action, causing problems that result in evasion.