ABSTRACT
This study aimed to understand the meanings produced with the practice of dance in gyms. Phenomenology was used as a theoretical-methodological approach, valuing the experiences described by teachers and coordinators through semi-structured interviews, interpreted through ideographic and nomothetic analyses. The analyzes allowed us to identify multiple meanings attributed to dance in gyms. It is concluded that, although there is a centrality of dance as exercise and consumption product in gyms, institutions, in the figure of coordinators and teachers, not only recognize its multifaceted characteristics, but also constitute themselves as actors that compose and produce new meanings to their practice.
Keywords:
Gym academies; Dancing; Physical Education; Teaching