In recent decades, socio-emotional learning in childhood has been studied, and data constructed by the implementation of programs in the educational context indicate that skills to recognize and manage emotions are fundamental for promoting self-awareness and pro-social attitudes. Socio-historical-cultural theorists point out that development occurs in the dialectic between the individual and the environment, and, breaking with the duality of body and mind, they highlight the conception of the integral subject, presenting cognitive, social, emotional, and motor dimensions as inseparable and fundamental in educational processes. Educational dance, in turn, is characterized by teaching that favors creative and expressive movement through improvisation, which allows interaction with others and the environment during bodily experience. In this sense, the present research aims to understand if educational dance can contribute to the socio-emotional development of children in the context of a non-governmental organization (NGO). As specific objectives, we will: 1. investigate what children understand about emotions; 2. identify possible contributions of educational dance to the promotion of self-awareness, self-control, and empathy; 3. identify possible contributions of educational dance to the quality of children's relationships with each other in the dance room and in other spaces beyond this. For this, the research will be carried out through intervention and evaluation at the NGO Movimento Pró-Criança, with children between four and six years old inspired by the Socio-Emotional Learning Program "Living Emotions," which uses educational dance as a tool for the development of social and emotional skills. Instruments for data construction and analysis will include: focus group with children before and after the intervention, with videographic recording and interactional analysis; focus group with institution staff with phonographic recording and analysis of meaning.