Sistematização e trajetória histórico-pedagógica da Paradança no Brasil

Abstract

This doctoral thesis aims to systematize and analyze the historical-pedagogical development of Para Dance Sport in Brazil. It is an adapted form of ballroom dance practiced by people with disabilities. The research sought to understand how the formative processes of Para Dance Sport are configured, considering (a) the reconstruction of its historical and institutional trajectory; (b) the observation and analysis of teaching practices and teaching styles adopted by teachers and coaches; and (c) the identification of the supports and barriers experienced by its protagonists in different contexts. The methodological approach was qualitative, combining interviews, classroom observations, and documentary analysis, with a focus on the trajectory of the Brazilian Confederation of Wheelchair Dance (CBDCR). The results were structured in three axes: (1) historical reconstruction of the insertion and consolidation of Para Dance Sport in Brazil, highlighting the role of the CBDCR and its articulation with universities, social actors, and events; (2) analysis of teaching practices interpreted in light of Mosston and Ashworth’s Teaching Styles Theory, revealing strategies, adaptations, and resources employed; and (3) mapping of supports and barriers in affective, pedagogical, institutional, structural, and symbolic dimensions. Findings indicate that training in Para Dance Sport occurs mainly through empirical and collaborative practices, sensitive to the singularities of practitioners, and supported by affective bonds, family engagement, teacher commitment, participation in events, and partnerships with universities. Conversely, barriers persist due to the lack of structured public policies, precarious infrastructure, teacher overload, and the social invisibility of the modality. The study concludes that Para Dance Sport constitutes a historical-pedagogical field in construction, sustained by affections, resistances, and creative practices, yet crossed by disputes for recognition and continuity. By systematizing this trajectory, the research contributes to Education and Parasport, offering theoretical and methodological insights to guide teacher training, public policies, and the recognition of Para Dance Sport as an artistic, sporting, pedagogical, and cultural practice in Brazil.