A mediação pedagógica no ensino do balé clássico a partir do desenvolvimento motor infantil e da consciência corporal : um relato de experiência

Abstract

This work presents an experience report developed from pedagogical practice in Classical Ballet teaching within a Baby Class group composed of children aged 6 to 10 years, at Escola Ballet Petit, in Lagarto, Sergipe, Brazil. The study aims to understand how knowledge related to child development informed the planning and implementation of dance classes in childhood. This is a qualitative, descriptive study based on participant observation and analysis of pedagogical practices carried out during the first semester of 2026. The experience highlights the importance of considering the stage of motor development, body awareness, and children’s singularities in the teaching process of Classical Ballet. It was observed that pedagogical mediation is continuously reshaped according to the group’s responses, being influenced by motor, affective, and social dimensions. It is also evident that playful and exploratory strategies contribute to the learning process, fostering bodily organization, social interaction, and the progressive development of skills within the ballet language. The study concludes that Classical Ballet teaching in childhood requires a sensitive and well-grounded pedagogical practice, attentive to the specificities of child development, integrating movement, expressiveness, and progressive learning.