“IF SHE DANCES, I DANCE”. THEMING DANCE FOR CURRICULAR ENRICHMENT IN EARLY CHILDHOOD EDUCATION

Abstract

This article sought to investigate the thematization of Dance as an element of the Physical Culture within the Physical Education component for Early Childhood Education, focusing on the enrichment of curricula according to the guidelines of the National Common Curricular Base (BNCC) and the National Curricular References. Using a methodology based on documentary analysis and literature review, academic productions on internet pages were examined to understand the integration of Dance in the educational context. The results indicate a marginalization of the Dance content in school curricula, often relegated to extracurricular or decorative activities at festive events. This reflects a disconnection between educational policies and their practical implementations, suggesting a scant valuation of Dance as an indispensable pedagogical tool in the holistic development of the child. It is concluded that Dance should be treated as essential knowledge of the Physical Education curricular component, requiring significant changes in the initial training of teachers, in the reassessment of educational policies, and in the improvement of school infrastructure to align pedagogical practices with national curricular guidelines, ensuring its role in the development of children in Early Childhood Education.