Dance is an element of body culture, integrating itself as one of the contents of Physical
Education. Despite the importance of dance in school, it is still common to note the low
applicability of this content in Physical Education classes, in many cases, dance is reduced to
extracurricular activity, being remembered only at parties and school events. In order to broaden
the discussions that promote the realization of dance as a school content, the present study aimed
to analyze the academic productions about dance in the School Working Group of the Brazilian
Congress of Sport Sciences - CONBRACE (2015-2017). The study was developed from a
bibliographical research with qualitative approach. From the results found, it was possible to
recognize the potential of dance as knowledge to be worked at school offering resources to form
critical opinions and reproduce spaces of just sociability, as well as to understand the
relationships with the other, with the world and with oneself and, yet, understand our historical
and cultural development as a body, being, in the world. It was identified as limits in the teaching
of dance, the issues related to the body, prejudice and resistance. It is considered that new
research should be focused on educational policies, as a way to fight for the realization of dance
as a creative manifestation present in the school with a view to truly emancipating education.
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