Introduction: By incorporating artistic expressions such as dance in the classroom, it can transform the way students perceive and value their cultural environment. This study analyzes how the integration of dance in literature classes influences the cultural formation of high school students, promoting critical skills and greater sensitivity to cultural diversity. Objectives: To determine if dance, as a pedagogical strategy, has a significant impact on the cultural construction of students. Based on interdisciplinary educational theories, this paper highlights that artistic activities not only complement learning, but also strengthen cultural competencies by linking emotional and cognitive aspects. Methodology: A quantitative approach was used through surveys applied to 25 students. The answers were organized in tables with absolute and relative frequencies, and the statistical analysis was performed using the Chi-square test (X²). The data included variables such as "dance" and "cultural training". Results: The findings indicate that 32% of the students perceived a significant impact, while 20% mentioned a transformative impact, suggesting a generalized perception that dance improves cultural formation. However, the statistical analysis (X²=0.78, lower than the critical value of 7.815) does not allow us to reject the null hypothesis, which suggests that, although there is quantitative evidence of the positive impact, it is not statistically significant. Conclusions: Dance, as an educational tool, enriches the learning experience by fostering a deeper appreciation of cultural values. This interdisciplinary approach presents new opportunities to improve teaching methodologies in high school, laying the foundations for future research on their effectiveness. General area of study: Pedagogy. Specific area of study: Pedagogy. Type of study: Literature review.
