Dançando além das fronteiras: metodologia da dança experimental no contexto da educação física escolar

Abstract

This research investigated the design and implementation of a didactic unit based on the Experimental Dance Methodology (EDM), highlighting its potential as a creative, sensitive, and transformative pedagogical approach within Physical Education in schools. Given the limited presence of dance in school curricula, EDM was proposed as a powerful alternative to expand its inclusion, fostering equity, participation, and student protagonism. By encouraging creativity, body awareness, and artistic expression, the methodology promoted learning environments that respected students‟ uniqueness and supported their holistic development. Qualitative in nature, with an exploratory and descriptive orientation, the study adopted an action research/teaching research design and was structured in four stages: a literature review on dance and EDM in dialogue with the Brazilian National Common Curricular Base (BNCC, 2017); the development of a didactic unit comprising eight lesson plans; the practical implementation of this unit in a second-grade class of an elementary school in the municipality of Formiga, Minas Gerais; and the analysis of data collected through field journals and audiovisual records. The lessons addressed concepts such as spatial awareness, levels, directions, and movement effort variations, culminating in a final performance that synthesized the experiences and learning outcomes. The planning was continuously adjusted according to students‟ reactions, interests, and needs, ensuring an inclusive and participatory process. As an educational product, the research resulted in a didactic unit on dance made available through an interactive website containing detailed lesson plans and demonstrative videos, designed to support educators interested in more humanized practices and to broaden the presence of dance in schools. The results showed that EDM encouraged the active participation of all students, including those initially insecure or resistant, and strengthened body expression, creativity, and socioemotional skills such as empathy, cooperation, and respect for differences.The findings indicate that EDM represents a powerful pedagogical approach, capable of transcending traditional practices in dance education through a critical, flexible, and student-centered perspective. For teachers, the experience fostered significant changes in pedagogical practice, encouraging the development of more sensitive, reflective, and diversity-oriented knowledge. It is concluded that EDM constitutes a transformative proposal for dance education, contributing to the creation of more inclusive, creative, and democratic school environments, aligned with the principles of holistic education.