Rhythm, movement and education: the inclusion of dance in school physical education classes

Abstract

This study critically analyzes the challenges and potentialities of incorporating dance as content in school Physical Education. The objective is to reflect on the limits and possibilities of dance integration, with specific attention to teacher education and practice. The qualitative, exploratory methodology involved a case study conducted in public schools in District X during 2025, including document analysis, interviews, and observations with Physical Education teachers working in elementary education. The main theoretical references are Brasil (2018), Darido (2006, 2011), and Soares et al. (2002). Results indicate that, despite normative advances, the implementation of dance in school routines faces obstacles such as insufficient teacher training, structural limitations, sociocultural resistance, and traditional pedagogical approaches. The study highlights the urgent need for public policies focused on teacher education, improved infrastructure, and cultural diversity appreciation to ensure dance becomes a meaningful, emancipatory, and inclusive educational experience.