2026-10-142026-10-142026-07-15MENDES, Ketlem Tamires Chaves. Experiência Formativas no PIBID Arte/Dança: práticas pedagógicas no ensino fundamental I. Orientadora: Luiza Monteiro e Souza. 2026. 25 f. Trabalho de Curso (Licenciatura em Dança) – Faculdade de Dança, Instituto de Ciências da Arte, Universidade Federal do Pará, Belém, 2026. Disponível em: https://bdm.ufpa.br/handle/prefix/10339. Acesso em:.https://bdm.ufpa.br/handle/prefix/10339This study presents the experiences lived within the Institutional Teaching Initiation Scholarship Program (PIBID), established by the Coordination for the Improvement of Higher Education Personnel (CAPES), in the context of the PIBID Arts/Dance subproject. The experience took place at the Dona Alzira Teixeira de Souza State Elementary School, in the 1st-year/901 and 902 classes and 2nd-year elementary school classes, with children aged between 4 and 7 years old, from January to July 2025. The aim of this report is to highlight the experiences developed during the performance in the subproject, emphasizing the positive impacts of participating in PIBID on the formative trajectory of undergraduate students. It is grounded in the perspectives of Paulo Freire (1996) regarding unfinishedness (inacabamento) and the creation of possibilities for knowledge construction, the real demands of public schools in the context of Dance/Arts education, and the perceived challenges in the process of creating dances for 1st- and 2nd-year children. Methodologically, the study is characterized as action research, as proposed by Michel Thiollent, as it allows for simultaneous investigation and practical intervention, considering the active participation of the scholar in classes, planning sessions, observations, pedagogical practices, and feedback sessions guided by the supervisor. The activities developed encompassed Visual Arts, Music, Dance, Theater, and Integrated Arts, with na emphasis on bodily, playful, and expressive experiences carried out with the children, dialoguing with the theoretical contributions of Isabel Marques (2012) on dance as a form of knowledge, Márcia Strazzacappa’s (2003) notes regarding the duality and pedagogical relevance of dance, as well as the guidelines of the National Common Curricular Base (BNCC). As a result, it is observed that participation in PIBID contributed significantly to teacher training, corroborated by Selma Garrido Pimenta’s (2005) discussions on preparation for the practical tasks of teaching, enabling direct contact with the school routine, the recognition of challenges in the pedagogical practice of Arts/Dance, and the construction of fundamental knowledge for the performance of future teachers in Basic Education.Acesso AbertoFormação docentePIBIDArte/DançaEducação BásicaTeacher trainingArt/DanceBasic EducationCNPQ::LINGUISTICA, LETRAS E ARTES::ARTES::DANCATrabalho de Curso - Graduação - MonografiaAttribution 3.0 Brazil