Limits, Transgressions, and Vulnerabilities of Dance Teaching

This article presents the results of the final stage of our research on inclusive dance applied to a diverse group of children in Bogotá, Colombia. The objective of this research was to design, apply, and improve our dance teaching approach through the Action Research (AR) methodology, conducted with dance laboratories. Data collected during observation sessions and interviews were analyzed qualitatively. The results reveal that it is crucial for teachers to possess suitable and didactic knowledge in key areas of dance: epistemological, physical-corporeal, communicative-mediational, intellectual-affective, and socio-cultural. The conclusions highlight that our proposal challenges conventional education expectations, allowing teachers to explore chaos, intuition, and improvisation as tools for helping children engage with and recognize their own diversity, as well as their context and environment.