2026-03-042026-03-042025-12-21https://repositorio.bc.ufg.br/tede/handle/tede/15118This dissertation investigates the paths of formation, appropriation, and teaching of jazz dance in Goiânia, proposing the concept of schoolified jazz (jazz escolarizado) as an analytical key to understanding the historical, racial, and pedagogical entanglements that have shaped this language in the local context. The research is grounded in the listening of voices that have composed this trajectory, especially former students and teachers connected to Carlota Portella and Roseli Rodrigues drawing on oral history as a methodology and a decolonial perspective as a critical lens. Rather than reconstructing an origin or fixing definitions, the study seeks to trace silences, displacements, and symbolic disputes that have marked the institutionalization of jazz dance within educational spaces. By questioning the hegemonic frameworks that underpin its teaching, the research proposes an ethical reconfiguration of the practice: not as a denial of what has been built, but as an opening to other memories, bodies, and forms of belonging.Acesso Abertohttp://creativecommons.org/licenses/by-nc-nd/4.0/JazzJazz dançaPedagogias do jazzHistória da dança em GoiâniaJazz cênicoLINGUISTICA, LETRAS E ARTES::ARTES::DANCADissertação