Entre shimmie, oitos e básico egípcio

Introduction/Objective: This article investigates the potential of incorporating elements of belly dance history and practice into history teaching. Specifically, it discusses an experience carried out in two undergraduate Pedagogy classes at the Universidade do Espírito Santo in the 2023/2 semester, within the History: Content and Methodology course. The study explores historical aspects of belly dance through relevant scholarship (Xavier, 2006; Antas, 2019) and addresses the concepts of temporality, plurality of historical experiences, and historical consciousness based on the work of Rüsen (2011) and Bloch (2001). It seeks to understand the possibilities of appropriating elements of belly dance in history teaching using. Methodology: Its sources are (Bloch, 2001), records from undergraduate classes that included the participation of a belly dance teacher. Results: Analysis of these sources indicates that the inclusion of belly dance in early education, from the perspectives of Rüsen (2011) and Bloch (2001), and in dialogue with the studies of Xavier (2006) and Antas (2019), becomes a valuable tool for the development of historical consciousness, the understanding of temporality, and the plurality of historical experiences, promoting empathy, respect for cultural diversity, and critical thinking in students. Conclusion: Thus, approached pedagogically, belly dance becomes a valuable instrument to teach history in early years. The experience show that dance can offer an important tool to develop historical awareness, understand temporality, respect cultural diversity, and train critical and reflective citizens.