Dancing with Heritage: Lived Experiences of Physical Education Teachers in Teaching Curacha Samareña Folk Dance

Name: Jonas P. Fabillar1

Email : jonas.fabillar@ssu.edu.ph

keyword: Samar cultural

; dance education

; teaching

This study explored the lived experiences of Department of Education Physical Education (PE)teachers in teaching the folk dance ‘Curacha Samareña’ of Samar, Philippines. Specifically, it aimed to investigate the pedagogies of teaching the ‘Curacha Samareña’ folk dance, and to identify the challenges and successes encountered by these teachers. Introduction/Background: The Philippines has a long history of colonization, which shaped its vibrant culture and tradition, including the country's dances. As an archipelago, it has different folk dances, and some of these dances are integrated across school curricula. This study explored the lived experiences of PE teachers on the nature and cultural significance of teaching the folk dance ‘Curacha Samareña’ in Samar Division, Samar, Philippines. Methodology: The study utilized a qualitative-phenomenology design employing an interview guide. Thirty-nine (39) teacher-participants were identified using purposive sampling in five (5) different secondary schools in Samar Division, Philippines. Findings: The Samar natives, or ‘Samareños’, perform the ‘Curacha Samareña’ dance as a form of thanksgiving, and it reflects the vibrance of the local culture. While ‘Curacha Samareña’ is not included as a dance topic in the present Physical Education curriculum, Physical Education teachers must still be trained for local dances and act as cultural bearers. Some Physical Education teachers lack the knowledge and dancing skills to teach ‘Curacha Samareña’ due to a lack of training, opportunities, and support. Based on the data analysis and themes generated, it was concluded that ‘Curacha Samareña’ is a folk dance of vital importance to the people of Samar. However, it is currently facing deculturation due to its exclusion from the school curriculum. The absence of this cultural practice in educational settings risks eroding the community’s cultural memory. It is not just a sprightly and fast-paced dance, but also one with profound cultural and historical significance. This folk dance is intricately tied to the identity of ‘Samareños,’ as it depicts their vibrant and joyous nature. Its movements and rhythms reflect the historical experiences and emotions of the community. Furthermore, it demystifies the notion that ‘Samareños’ are lavish; instead, it highlights their gratitude and bravery. Contribution/Impact on Society: The study highlights the cultural and historical importance of ‘Curacha Samareña,’ a cherished folk dance deeply rooted in the identity and traditions of the people of Samar. However, its exclusion from the school curriculum has placed it at risk of deculturation, and the erosion of cultural memory, threatening its continuity. Reintroducing this dance into educational settings and promoting collaborative efforts between schools and cultural organizations can play a crucial role in safeguarding its legacy. Programs, workshops, and performances that actively engage all generations ensure the transmission of cultural knowledge, foster community pride, and strengthen intergenerational connections. Furthermore, celebrating ‘Curacha Samareña’ on national 385 and international platforms can showcase the unique heritage of Samar, ensuring it is treasured and preserved for generations to come. Recommendations: Physical Education teachers should undergo specialized training so that they can effectively teach folk dances, as they play a crucial role in preserving and transmitting regional heritage. Including local and regional dances, such as ‘Curacha Samareña,’ in the Music, Arts, Physical Education, and Health (MAPEH) curriculum enriches education while fostering a deeper appreciation for cultural diversity. Teachers’ active involvement in curriculum development ensures that educational content remains both culturally relevant and pedagogically sound, benefiting future generations. Additionally, preserving local dances through community-based programs, workshops, and school initiatives is vital for maintaining cultural heritage and strengthening national identity. These efforts encourage active participation and engagement across all generations, promoting cultural appreciation and safeguarding traditional practices. By prioritizing these initiatives, communities can protect their cultural richness and celebrate the diversity that shapes their identity. Research Limitation: The present study only delved into the experiences and pedagogies of Physical Education teachers in teaching ‘Curacha Samareña’ folk dance, a local dance of Samar, Philippines. There were 39 teacher-participants from selected schools in the Department of Education, Samar Division, Philippines. Future Research: For future investigations on this topic, the researchers suggest that in-depth studies be conducted on the role of teachers instructing local and regional dances that have cultural value. Moreover, conducting an experimental or pilot study on integrating local and regional dances into the present K-12 curriculum is strongly suggested, and not just popularized national dances. Likewise, while this perspective is local, a similar study may be conducted in other countries and in other curricula. An international approach may provide comparative data, enriching our understanding of how diverse dance traditions can be preserved and promoted globally. Furthermore, collaboration with international educational institutions could offer a broader perspective on the benefits and challenges of integrating local dances into modern educational systems.

Asia-Pacific International University. Library and Information Resource Center.

Address: SARABURI

Email: dirlibr@apiu.edu

Created: 7 Ju

Modified: 2025-11-27

Issued: 2025-11-27

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