Histórias dançadas : um guia teórico-prático de dança para professores(as) da educação infantil.

Abstract

The aim of this Final Paper is to explore storytelling as a pedagogical strategy applied to the teaching of dance in Early Childhood Education, primarily aimed at children aged 4 to 5 years. This approach can be utilized by all teachers, not just those with a degree in Dance. Drawing from my personal experience as a dancer and teacher since the age of 16, combined with the knowledge I acquired in my Dance Education degree, I thought of a teaching strategy that merges playfulness and knowledge, inspired by my experiences in dance as both a student and a teacher. Based on qualitative research and a literature review, this study proposes the creation of a theoretical-practical guide entitled “Danced Stories,” which includes teaching guidelines for dance educators and pedagogues. The focus is on helping educators create a healthy, light, and fun learning environment for dance classes, using storytelling as a resource to stimulate child development. The research reinforces the importance of pedagogical practices that respect children's individuality and imagination, ensuring the healthy and creative development of their physical, psychological, and emotional abilities.