Reparação afro ancestral: compreendendo a negritude a partir do ensino da capoeira

Abstract

Pointed out as one of the pedagogical possibilities by the National Common Curricular Base (BNCC), Capoeira has been gaining more and more space in school environments, however with regard to its applicability in School Physical Education classes, studies indicate that teachers do not feel safe to develop Capoeira in your classes, (Bufalo; Jesus; Impolcetto, 2022); (Iório and Darido, 2005); (Natividade, 2019). Considered an element of body culture that is contrary to the racist and Eurocentric perspectives present in our society, Capoeira is made up of a multidimensional universe that allows it to instigate different senses in students. In this way, the present study seeks as a general objective to stimulate the understanding of the concept of blackness for students in the early years of elementary school based on Afro-centered experiences from the perspective of Capoeira. This is a descriptive qualitative study. The target audience for the investigation are students in the 5th year of elementary school. The analyzes and discussions of the results were carried out by the author himself, supported by his theoretical framework, Neuza Souza (1983), Kabengele Munanga (2019), bell hooks (2021), Sandra Petit (2015), Abdias Nascimento (2011), Nilma Lino Gomes (2017) and Djamila Ribeiro (2019). The construction of self-descriptions and self-portraits, listening to litanies, as well as their productions, dialogue about the history of Capoeira and body workshops were pedagogical strategies used throughout the study during Physical Education classes. We obtained as products of analysis the self-descriptions and self-portraits made at the beginning and end of the intervention, the production of litanies and the field diary with the perceptions obtained in each meeting. After analyzing the materials, a great potential in Capoeira was observed regarding the development of students' blackness. It is worth noting that all interventions were prepared through an Afro-centered perspective, supported by the Pretagogy developed by Sandra Petit (2015). Having said this, the present study found that capoeira, as a content in school physical education classes, favors the understanding of blackness among students, from the formation of their black identity to the breaking of stigmas imposed by racism.