This research aimed to analyze the limits and possibilities of Media Education in teaching dance in high school Physical Education classes. The study adopted a qualitative approach using action research methodology through the analysis of a didactic sequence. The study involved 43 second-year high school students from a State Reference High School in Goiana, PE. Data collection instruments included field diaries, questionnaires, and discussion groups, analyzed using Content Analysis technique. The most recurring themes formed the following categories: (1) Instrumental perspective in media use; (2) Critical perspective in media use; (3) Expressive-productive perspective in media use; and (4) Dance, media, and student participation. The results indicated that the articulation between the principles of Media Education and dance content enhanced students’ learning, simultaneously expanding their cultural repertoire on dance, media, and digital technologies. This study contributed to reflecting on Media Education as a theoretical-methodological alternative in dance teaching, breaking with reproductive perspectives in the pedagogy of this bodily practice. Applying the principles of Media Education allowed students to explore media, reflect on them, and produce media content. Furthermore, it encouraged active participation and the creative and collaborative production of students as they developed their own dances. It is hoped that this work will be useful to other teachers, enriching their pedagogical practices inspired by the principles of Media Education and dialogicity, promoting meaningful learning.