ABSTRACT – The following paper seeks to show how Somatic Education is a usual practice in the classes researched and, at the same time, how it places the body in places of dispute at schools. Notions present in the classes studied such as, for example, the relationship between surveillance and silence and between the latter and listening are thus analysed, among others. This text derives from a study with dance teachers developed in southern Brazil. It describes the research methodological design with ethnographic inspiration, focusing on the work of one teacher in particular. From these elements and from Michel Foucault’s philosophy, the article discusses the role of dance in school, especially regarding the tension between the disciplinary culture of Primary Schools and somatic education of listening bodies. Finally, it shows how the conduct of the teacher engenders an artistic conduct, that is a conduct that models school technologies and creation itself. In this way, we present the idea an ethics-oriented morality, opposed to disciplined bodies, over the code at schools.

中文翻译：

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小学舞蹈与躯体教育：巴西南部教师纪律研究

摘要 – 以下论文旨在说明体能教育如何成为所研究课程中的一种惯常做法，同时，它如何将身体置于学校有争议的地方。因此，分析了所研究课程中存在的概念，例如监视与沉默之间以及后者与倾听之间的关系等。本文源自与巴西南部发展起来的舞蹈教师的研究。它描述了具有民族志灵感的研究方法设计，特别关注一位教师的工作。文章从这些元素和米歇尔·福柯的哲学出发，讨论舞蹈在学校中的作用，特别是小学学科文化与听力身体身体教育之间的张力。最后，它展示了教师的行为如何产生艺术行为，这是一种模仿学校技术和创造本身的行为。通过这种方式，我们在学校的守则上提出了一种以伦理为导向的道德观念，而不是纪律严明的机构。