Entrando no jogo: reflexões sobre os docentes, acadêmicos e da tradição para pensar o ensino da capoeira na escola
We know that capoeira is an Afro-Brazilian manifestation that has consolidated itself historically in the bowels of the tradition, but that today it permeates several spaces. Aware of this, we believe that the process of transmitting the knowledge of capoeira is shaped by otherness and that the d...
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| Formato: | Dissertação |
| Idioma: | por |
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/25372 |
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| Resumo: | We know that capoeira is an Afro-Brazilian manifestation that has consolidated itself
historically in the bowels of the tradition, but that today it permeates several spaces. Aware of
this, we believe that the process of transmitting the knowledge of capoeira is shaped by
otherness and that the different knowledge such as tradition, academics and teachers relate to
this cultural manifestation, giving different purports and meanings. However, we consider that
it is necessary to reflect how the area of Physical Education - a cut of the academic universe -
has established a relationship with the knowledge of capoeira that comes from the space of
tradition. Logics, time and spaces are different from thinking the same knowledge. In this
endeavor, the present dissertation proposes to dialogue with this different knowledge which is
built and socially established to our analysis of how capoeira arrives in the school context as a
content of Physical Education. With this came our study questions: how the production of
knowledge in Physical Education is organized to propose the teaching of capoeira in basic
education? Does the teaching of capoeira in the School Physical Education consider the
knowledge of tradition enunciated by the masters of capoeira? In view of these questions, to
identify and to discuss the pedagogical treatment of capoeira teaching in Physical School
Education are the general objective of this paper, considering the different knowledge that
influences the teaching practice. With this purpose, we used as methodological approach the
descriptive qualitative research. Inclined to listen what the traditional knowledge had to testify
about capoeira and its teaching-learning processes, we interviewed six masters of capoeira as
representatives of this manifestation. Seeking to know also what the academic knowledge
says, we invoke five books from the field of Physical Education as a production of this
universe that indicate how the capoeira can be materialized in the school. Both were analyzed
by the content analysis technique proposed by Laurence Bardin. In addition, trying to
interweave the results of these analyzes, we interviewed the physical education teachers of the
Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN) to
understand how they trigger capoeira and if they approach these two matrices of knowledge.
We indicate the need to consider the knowledge of capoeira that has consolidated through
tradition, since we have identified how much this space legitimizes the teaching processes of
this practice. We also recognize the unity that follows the analyzed books and that, in a
certain way, they dialogue with the knowledge enunciated by the masters. Regarding the use
of capoeira in school, it is noted that it is still fragile, but that there is recognition of IFRN
Physical Education teachers about its historical and cultural importance, as well as the
incipient dialogue of the school teachers with the universe of tradition. |
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