Banca de DEFESA: RAYANNE MEDEIROS DA SILVA SOUZA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : RAYANNE MEDEIROS DA SILVA SOUZA
DATE: 15/12/2025
TIME: 08:30
LOCAL: Auditório VER - Departamento de Educação Física
TITLE:

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KEY WORDS:

Capoeira. Anti-racist education. Decoloniality. Languages. Physical Education.

PAGES: 208
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This research discusses the knowledge of capoeira and Afro-Brazilian culture, as well as its intersections with school education. We start from the concepts of multiple languages and the knowledge of tradition, historically produced, transmitted, and reinterpreted by capoeira communities, to problematize the school-based education that has consolidated itself in prestigious spaces, reinforcing cultural and ethnic hierarchies and making popular, Afro-Brazilian, and indigenous knowledge invisible. As a counterpoint to this colonial logic, we highlight the emergence of counter-hegemonic educational theories in the country. It is in this context that we identify the capoeira circle as a plural symbolic space, in which diverse knowledge and languages are mobilized simultaneously, constituting a powerful formative and critical field. The problem guiding this study is: how to teach capoeira in school in a way that breaks with colonizing pedagogical practices, promoting an anti-racist, decolonial approach grounded in the knowledge of tradition, traversed by the multiple languages that compose this cultural manifestation? In this sense, our general objective is to analyze pedagogical possibilities for teaching capoeira in schools from a decolonial and anti-racist perspective, anchored in traditional knowledge and expanded through multiple languages. To this end, we have defined three specific objectives: 1) To map the use of multiple languages in teaching capoeira in school Physical Education, based on the teacher's manuals of the PNLD 01/2022; 2) To analyze the multimodal potential of capoeira in the school context, based on experiences developed in the project "Gingando Saberes: Capoeira Boa Vontade na Escola" (Moving Knowledge: Capoeira Good Will in School), understanding its contributions to the students' education from a decolonial perspective; and 3) To point out syntheses and intersections between the pedagogical possibilities identified in the teacher's manuals and those emerging from the pedagogical experience developed, both traversed by multiple languages and by anti-racist and decolonial issues. To meet the first specific objective, we conducted bibliographic research focusing on the teacher's manuals of the PNLD 01/2022, seeking to map how multiple languages are mobilized in the teaching of capoeira. Next, we adopted action research as a strategy to develop and analyze pedagogical practices for teaching capoeira grounded in traditional knowledge. This stage took place at the Escola Estadual Imperial Marinheiro (EEIM), in Natal/RN, our professional workspace. In the first stage, we examined how official teaching materials address capoeira and which languages are used in its teaching. In the second, we implemented pedagogical practices in the "Gingando Saberes" project, observing how students appropriate traditional knowledge and the languages specific to capoeira. The contrast between these two fronts, teaching materials and lived practice, allowed us to identify modern aspects, potential, and limitations for the inclusion of capoeira in schools. The results support our thesis: teaching capoeira in schools, when guided by a decolonial and anti-racist perspective, grounded in traditional knowledge and permeated by multiple languages, fosters critical thinking and simultaneously transforms the logic of school physical education. Thus, by integrating capoeira, multiliteracies , and a decolonial approach, we advocate for an educational project that transcends the transmission of content and promotes epistemological, subjective, and political shifts. It involves placing plural, ancestral, and peripheral knowledge at the center of the school, enabling students to recognize themselves as subjects of history, culture, and movement.

COMMITTEE MEMBERS:
Presidente - 1645961 - Allyson Carvalho de Araújo
Interno - 1659071 - MARCIO ROMEU RIBAS DE OLIVEIRA
Interna - 1672476 - ROSIE MARIE NASCIMENTO DE MEDEIROS
Externo ao Programa - 1208870 - JOSE LUIZ CIRQUEIRA FALCAO - UFRNExterno à Instituição - HUDSON PABLO DE OLIVEIRA BEZERRA - IFRN
Externo à Instituição - PEDRO RODOLPHO JUNGERS ABIB - UFBA
Externa à Instituição - ÁBIA LIMA DE FRANÇA - UFBA