A prática docente de professores de educação física homens no ensino da dança na escola e os seus enfrentamentos

Abstract

This qualitative research aimed to understand the pedagogical approach adopted by male Physical Education teachers in teaching dance at school, analyzing the challenges faced in the teaching-learning process of this content. Data were collected through semi-structured interviews with five male Physical Education teachers, and the analysis was conducted using Bardin’s (2011) Content Analysis technique. The results indicate that not all interviewed teachers include dance in their classes. Among those who do, different pedagogical approaches were identified, with one common aspect: the predominance of dance styles such as folk dances, hip-hop, and funk. These styles are perceived as more aligned with traditional masculinity norms (Connell, 1995), highlighting the influence of (cis)heteronormative constructions on content selection. Thus, male participation in dance, even in a teaching role, remains conditioned to dance styles that do not challenge or question masculinity and heterosexuality. Furthermore, gender issues, religious confrontations, and family influences impact dance teaching in schools, revealing prejudices that shape these teachers’ professional trajectories. Sexual orientation also emerges as a determining factor in their proximity or distance from dance education.