A dança como estratégia de mediação de conflitos no enfrentamento ao bullying no espaço escolar

Abstract

Bullying in school settings is a complex phenomenon that negatively affects students’ mental health, academic performance, and overall well-being. This study investigates the potential of dance—grounded in creative processes and sensitive methodologies— as a pedagogical strategy for conflict mediation and for fostering a more inclusive and harmonious school environment. Conducted through a qualitative approach, the research involved interviews with educators, students, and specialists, as well as participatory observations. The body is understood as a territory of experiences, perceptions, and meanings, articulated through dance as an expressive, communicative, and political language (KATZ, 2005; LEPECKI, 2010). Inspired by Freirean pedagogy, which conceives education as a practice of freedom (FREIRE, 1996), the school is recognized as a space for dialogue, listening, and transformation. Reflecting on my teaching practice reveals my involvement in this process, as we are shaped by embodied memories and experiences that form our identities as social subjects. As Soter (2007) notes, the body is crossed by knowledge that dance powerfully expresses in daily school life. Therefore, dance is defended not only as artistic expression but as an effective pedagogical tool to promote empathy, respect, and cooperation, strengthen socio-emotional skills, and foster a positive, transformative school culture to address bullying.