Cultural diversity is a reality that imposes new responsibilities on the school, presenting itself not as a problem, but as an artifact that allows the construction of meaningful knowledge by the student. In this perspective, this study presents the educational potentialities identified in the development of the extension project "Dancing to Learn and Educate", linked to the Federal Institute of Education of Tocantins / IFTO-Campus Paraíso do Tocantins-TO. This research investigated the construction of knowledge from the perspective of the school and community relationship, through the dialogue between the body language of the dance and the social context of the student and the knowledge proposed in the subjects of the curriculum of the Integrated Technical Course for High School. For this, it presents characterized in a qualitative approach, having as research technique the case study and as instruments of data collection questionnaires, logbook and chats meetings. The theoretical framework is based on the perspectives of education of Paulo Freire (1996, 2011a, 2011b), the prospects for Laban (1978, 1991) and other theorists who study the dance-education area, The subjects investigated were students from the Integrated Technical Course to High School and from two state schools of the Paraíso do Tocantins city. The results of this research indicate that the educational methodology of the investigated extension project is gradually involving participating students and members of their community in dance actions that seek to learn and teach through the creative experience of the body, allowing free movement to enjoy and hybrid of dance and culture and expressing the meanings of life, the ways of living and being in the world.

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