Dance in school physical education classes: a proposal to overcome the impeding factors of teaching practice

Introduction: Dance in education schools is a theme that has gained increasing relevance in recent years. The practice of dance can bring numerous benefits to students, such as the development of history and culture, body expression, stimulating creativity and improving self-esteem, and dance styles. The (BNCC) is a normative document that defines the organic and progressive set of essential learning that all students must develop throughout the stages and modalities of Basic Education. The thematic unit: Dance, explores the set of body practices characterized by rhythmic movements, organized in steps and specific evolutions. Objective: To identify and learn about the main difficulties of Physical Education Teachers in dance content, in pedagogical and structural planning, as well as guide and propose dance content at school. Methodology: Approved by the ethics committee of a qualitative nature and descriptive-analytical method, the research was carried out using an electronic form. The inclusion criterion with Physical Education Teachers who work in the school and the exclusion criterion is teachers who do not work in Basic Education. Result: It was with 80 participants giving significance to the research. It was evidenced by the difficulty and lack of training and the teachers aimed at the possibility of using new ways for different tools and possibilities of exchanging information and significant to the promotion of cultural dances. Conclusion: The proposal for continuing education through an electronic book in which to facilitate and contribute to the appreciation of dance in school activities. This can be done through awareness campaigns, lectures, and events that demonstrate the developmental benefits of dance for students. It is also essential to involve the school community in this process, seeking the support of parents and guardians for the inclusion of dance in the curriculum.