Ensino da capoeira e enfrentamento dos processos de barbárie na escola: fundamentos de uma educação para emancipação

Abstract

The object of study of this dissertation is the teaching of capoeira as an element of body culture, aimed at confronting the barbarity of current society. The research problem is: how to teach capoeira in a way that confronts the barbaric processes of current society? To answer this question, the general objective was defined as: to promote understanding about the teaching of capoeira to confront barbarity in current society. To achieve this purpose, the specific objectives consisted of understanding the meanings attributed by students to capoeira in the school context, analyzing it as an expression of Afro-Brazilian culture, and critically reflecting on its relationship with barbarity, through a didactic sequence based on pedagogical praxis. This is an exploratory and qualitative research, based on the critical-overcoming methodology and developed through the action research method. The study field is the Professor Trajano de Sá Guimarães Municipal School in Goiânia, with the participation of 20 fourth-grade elementary school students. Data were collected through semi-structured questionnaires, participant observation, pedagogical diaries, audiovisual recordings, and focus groups. The pedagogical intervention used the Critical Memory Game, an educational product of the research, as a symbolic mediation, aiming to break with stereotypical views and strengthen anti-racist awareness. It was found that the students broadened their perception of capoeira, moving from a purely playful view to recognizing the practice as an instrument of resistance and affirmation of Black identity. It is concluded that the teaching of capoeira, when articulated with its historicity and the confrontation of barbarity in light of Theodor Adorno's contributions, constitutes an effective path to human emancipation and the debarbarization of daily school life.