Resumen de Presencia de la danza en la LOMLOE: Análisis de contenido
Elvira Torregrosa Salcedo, Emma Montesinos Antón, Carmen Vera Esteban
Nowadays, educational institutions encourage the use of the arts as a means of educational transformation, facilitating the acquisition of competences. Interdisciplinary learning, with the addition of an emotional component, develops personality traits such as confidence, creativity and emotional expression, as well as fostering the establishment of social bonds. Dance at school, which has long been researched as a tool for developing cognitive, physical and emotional skills, promotes knowledge of the dance and musical heritage, the rapprochement of cultures and the appreciation of their diversity. The research focused on dance and education focuses its objective on verifying the connection between the contributions of this discipline to general education and its presence in the current normative development. An exploratory study identifies concepts, elements and components that articulate the curricular designs of infant, primary, secondary and baccalaureate education in the context of current legislation (LOMLOE), taking into account the Decrees of the Valencian Community. The results show a strong presence of performing arts disciplines, with a particular increase in the discipline of dance and its contributions to the educational process in childhood and adolescence. We conclude that it is configured within the formative idiosyncrasy proposed by the lines of action of education in Spain, emerging an opportunity to integrate dance into the general educational process, assuming the specific weight that corresponds to it.
