Ballet over time goes through conceptual and structural changes in the way of
teaching and working with different bodies. These who have their own unique
composition. Nowadays, it can be experienced in formal and non-formal
environments. We focus on analyzing ballet in non-formal environments, where
classes take place in spaces that have been adapted such as: garage, cafeteria,
among others. The basic theoretical framework was centered on Corrêa's studies;
Araújo (2013); Oliveira (2009), Kellermann (2019), Marques (2008, 2010), Ossona
(1988), Strazzacappa and Morandi (2006) Flávio Sampaio (2013), Puoli (2010),
Caminada (1999, 2013) and Aragon (2013) who helped us to think about ballet and
dance in different contexts. The focus of this investigation was the Centro Social
Santo Agostinho in Belém / PA, specifically the Social Project Só Arte. The study
aimed to analyze the ballet teaching methodology developed by the teachers. The
participants were 2 (two) dance teachers from the Só Arte Project. The guiding
question of the research was to know the challenges faced by the dance teacher in
the non-formal environment. The study was carried out using a qualitative approach
with a focus on field research. The research instruments were observation and
interview, which made it possible to understand the current working conditions and
the interference that this has in the teachers' pedagogical practice, which led us to
reflect on the teaching methodology adopted. The results of the study showed that at
the Social Center, teachers have difficulties in carrying out activities in an adapted
space; Heat is another element that makes concentration difficult, due to the classes
that take place in open spaces, where there is external competition of sound, voices,
people moving, which affects the dynamics of teaching and learning by teachers and
students and significantly interferes in the teaching-learning process of children and
adolescents participating in the Só Arte Project.
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