ABSTRACT
Embodied dance education (EDE) implies being sensitive and making connections to one's own self/body, to the other and to the environment. To explore EDE, the author started coordinating a dance project in 2008 that was developed until 2014 with students from 12 public high, elementary and kindergarten schools in Vicosa, Brazil. Allowing participants to show their dances is an important component of our EDE programme. The importance of embodiment in perceiving, knowing and meaning-making poses a challenge to the current focus, in Brazil and maybe elsewhere, on intellectual knowledge in dance education for young people. Freire points out the importance of connecting any educational proposal to the community's context. EDE requires one to find a sensibility to one's inner self. Sharing transformational lived experiences may open our eyes, bodies, hearts, minds and souls to imagine and create new possibilities for EDE.
