Capoeira in the Classroom

This concluding work is a reflection based on theories within discussions about literacy and schooling, considering the experiences acquired as a teacher, educator, Black man, researcher, and active participant in the educational sphere from the perspective of Capoeira, which serves as the focal point of analysis and life experience. Additionally, this work references formal projects I have implemented in partnership with the Education Department of the Municipality of Poços de Caldas.

The premise is based on the guiding document from the Ministry of Education, titled Operational Manual for Integral Education 2014 (Brazil, 2014), which presents the process of opening schools to popular culture. In this sense, Capoeira emerges as a physical activity that enriches or complements literacy—it is a hybrid proposal, linking the physical activity (Capoeira) to the literacy process.

Thus, the research initially distinguishes the characteristics of literacy and schooling, followed by a discussion about Capoeira and the skills developed during its practice. Finally, it promotes a debate on the educational necessity for teachers to reconcile these processes with interdependence and simultaneity and presents didactic-methodological suggestions for the adoption of Capoeira in the literacy curriculum.