Abstract:

To know the relationship of dance as a curriculum game material and training tool, this paper has the objective to mainstream dance in the learning processes of social science, natural science, mathematical, Spanish, and ethic with third-grade students at Garcés Navas Elementary School from Bogotá (Colombia). Methodology: Quintana (2019) conducted between August and November 2016 an action research with an exploratory approach and an experiential learning model divided into: “ICT4D and school”, “development of choreographies”, “transversal curriculum”, “Sensitivity, emotions and body” which integrated cognitive, social, motor, physical-energetic and emotional components, which were recorded through field diaries, interviews, workshops and qualified assessments through a checklist. Result: Significant learning was generated that encouraged the recognition of sensitivity, humanistic and social development, as well as other ways of reading and living, which led to control the attention deficit and improve self-perception, self-esteem, the development of creativity, motivation, intuition, imagination, concentration, coordination, motor skills, spatiality, critical sense, ability to analyze, the relationship with the social-natural-cultural nature and school performance. Conclusion: The acceptance of one's own body image within an integral education strengthens the union of people and the development of emotional intelligence; what propitiates the discovery of the sensibility and immediate relation with the reality of each one, through analogies that ease the learning of new concepts in a more understandable and favorable way for the prevention of conflicts, as well as an ethics of the human body.

Keywords:

Active learning, case study, educational experiment, body expression.