According to Hindu mythology, dancing is an ancestral form of magic, an invention gods taught to mankind. Wrapped in the mystery and movement of dancing, dancers can enchant others, but they have to enchant themselves first. Should dancing teachers also follow this path? Doing things for themselves to be able to do or propose things to their pupils? Enchanting themselves to enchant others? Creating to help the children pursue the creative adventure? Daring to encourage? The questions that guide the present paper are: How can one contribute to the process of teachers' enchantment? How can one feed sensibility during continuing teacher education? Looking for answers in the research process, this paper sees in the circle dancing experience, a tradition shared by different peoples, a fruitful way to promote a space for enchantment, wholeness and aesthetic education.
Esthetic education; Circle dancing; Dancing in education; Traditional dances; Continuing teacher education
