Educação Física e capoeira: quando a educação para as relações étnico-raciais entra na roda

Abstract

This Dissertation has the general objective of investigating the relationships between Physical Education, ERER and Capoeira and sought to answer how ERER is configured through the work of Capoeira in schools where Physical Education teachers work. The investigation was carried out using as an empirical field the answers formulated during interviews with a teacher and three Physical Education teachers and capoeiristas who work in schools in Porto Alegre, under the methodological support of Oral History. The research allowed us to observe: Capoeira and training in Capoeira are understood in a broad way in the trajectories of the capoeiristas interviewed, marked by experiential elements beyond the university; academic training can dialogue with training in Capoeira; Capoeira is a cultural manifestation that should be part of the training of Physical Education teachers, as well as ERER; implementing ERER is an ethical and political choice and requires that all educators are committed; Capoeira should be in all public schools, in addition to private ones; the gender issue in Capoeira is still a challenge for women; the work of Physical Education must be based on the democratization of teaching, in addition to understanding and treating the body in relation to the sociocultural context; there is a desire for greater professional development for capoeirista teachers; and that the whitening process that occurred in Capoeira throughout its history was marked by factors that characterize it as it is today and contains at its core the contradictions that portray society.