Abstract: Nowadays the dance is gaining space in the school sphere, as part of the educational
process, making the learning singular, developing in the learners different abilities in terms of
creativity improvisation, imagination and sensibility. However, as a teaching object, it is still
seen in school units only during festive periods. Thus, this study will aim to understand the
benefits of dance as a pedagogical tool in the teaching-learning process of students, therefore,
it was justified in the need to analyze the educational context related to the inclusion of dance
As a curricular component in the school, intending to offer the student an effective
relationship with the possibility of learning and expressing themselves creatively through the
movement. The research is characterized as a qualitative-quantitative, exploratory-type study
with data obtained through interviews with the physical Education teacher and focal group
with elementary school students with difficulties in the relationships of a school in the public
network of the municipality of Tocantinópolis. The concepts expressed were related to
theoretical references by authors such as Marques and Nanni. The study of these documents
allied to the analysis of the speeches of the participants of the research, made possible, a
greater understanding of the teaching of dance in the school scope and how the contributions
by it are diverse, however, limited due to factors Stereotyped by society since teaching is part
of the culture of the community, of the school and the meanings that the individual attaches to
the educational process.
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