Gheller, Rodrigo GhediniGomes, Rafael Braga2024-04-042024-09-062024-04-012024-04-042024-02-21https://ri.uea.edu.br/handle/riuea/3138The aim of this study was to describe an experiential report on folk dance practices during supervised internship I, highlighting its significance in the cultural, educational, and social development of students. Physical Education, as a curricular component, is approached as a discipline dealing with body culture, and dance is incorporated into the curriculum from a post-critical perspective. The National Common Curricular Base (BNCC) recognizes dance not only as physical development but also as a promoter of cognitive, emotional, and social skills. The thematic unit of Dances emphasizes the importance of integrating dance into school curricula as a cross-cutting tool, enriching the educational experience comprehensively. Folk dances, especially in the school context, provide a unique opportunity for student’s to connect with their cultural roots. By incorporating these dances into educational programs, schools play an active role in preserving local cultural heritage, fostering a deeper understanding of traditions, and encouraging respect for diversity. The study highlights the importance of exploring folk dances during the curricular internship, providing future educators with practical application of theory. The choice of Amazonian folk dances as the focus of the internship reflects the cultural richness of the region. The experiential report describes the process of introducing dance content, from theoretical classes to effective practice, seeking to adaptactivities according to each class's profile. The study concludes by pointing out that folk dance practices, aligned with BNCC guidelines, not only contribute to students' cultural formation but also enrich the pedagogical repertoire of interns, solidifying dance as a vital language in the educational landscapeAcesso AbertoDanças folclóricasBNCCTrabalho de Conclusão de Curso