This article addresses the relationship between dance, education and health through the analysis of and reflection upon situations arising from teaching activities on a dance degree course at a public university in Brazil. We study the experiences, highlighting the pedagogical concepts and strategies developed in the Acrobatic Dance modules. The findings show that the educational activities helped create a space of healing as a transformative power, in which students could emancipate themselves from particular conditions and gain access to different perspectives on life, feeling connected to themselves, others and the environment. The term body-in-flow is employed as a bodily state in which the practitioner, by placing him/herself in the moment, whole and present in the action, undoes self-concepts, allowing others to be created.
Keywords
Dance; Body; Higher education; Health