This article is about the teaching of dance, more precisely Rudolf Laban's
movement factors: fluency, space, weight and time, inserted into the perspective of
Personalized Education at Colégio Mirante, a proposal that I learned about in August 2022
when I started an internship in the extracurricular activity of Jazz at the aforementioned private
school, being the first institution in the country to approach this model, in 2020.The aim is to
present personalized as an educational proposal, as well as to propose activities that integrate
dance, the principles and pillars of personalized education. The research carried out was
qualitative, with a bibliographic survey and the data collection procedures were free interviews
with three teachers from Colégio Mirante and experiences lived in the internship at that school,
which began in August 2022 and continues until the publication of this work in Ballet and Jazz
classes. Throughout the study, we realized that personalized education is a pedagogical
conception that acts in the integral development of the student and can be inserted in the context
of dance teaching, which goes beyond the physical domain and goes through the cognitive,
socio-affective, volitional and transcendental domains, in addition to helping in the process of
acquiring autonomy, freedom, creativity, singularity, openness and communication. The main
theoretical references are: Hoz (1970), Júnior E Lebiam (2021), Mota (2012), Macedo (2016),
Rengel et al. (2017) and the Colégios de Fomento Education Model, translated by Solar
Colégios. This article is presented as a course completion work in accordance with the Federal
University of Pará's flexibilization standard in Normative Instruction No. 01/2023 -
PROEG/UFPA.
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