Narrativas sobre a dança na formação docente em Educação Física

Abstract

This work aims to understand the importance of dance as a pedagogical tool in the training of Physical Education teachers. The research adopted the autobiographical narrative as its theorical - methodological approach, allowing the reflective analysis of the journey experienced with dance before and during graduation in Physical Education. Based on this trajectory, we sought to identify effective pedagogical strategies for the inclusion of dance in the teacher training curriculum. The results indicate that dance goes beyond the field of choreography and costume design, constituting a significant practice for human, social and professional development. Through dance, values such as respect, ethics, empathy, leadership and overcoming are promoted, contributing to the comprehensive training of future teachers. It is concluded that dance should not be neglected in initial training, as it enriches pedagogical practices, expands the role of the Physical Education teacher and contributes to valuing the diversity present in body culture. Furthermore, it helps to deconstruct stereotypes associated with teaching, reinforcing the image of the educator as a critical, creative professional committed to a more plural and meaningful education.