Capoeira as a critical pedagogy tool in physical education: from a continuing professional development program to the classroom

ABSTRACT

Background

In this globalized world with a predominantly Eurocentric/androcentric approach to physical education (PE) teaching, there is a need to broaden school curricula from a critical, decolonizing approach. Capoeira is a manifestation of Afro-Brazilian popular culture combining dance, fight, and play that has historical links to slavery. Because it is removed from the hegemonic culture of sport and physical activity, it can be used to develop critical pedagogy through movement and corporeality. Teachers, however, must be equipped with the necessary skills and knowledge to implement this critical approach in their curricula. A team of researchers at the National Institute of Physical Education of Catalonia (INEFC) developed a continuing professional development (CPD) course to introduce PE teachers to the history and potential of capoeira as a socio-critical pedagogical tool.

Purpose

To explore the opportunities and challenges that capoeira brings as a pedagogical tool for addressing social issues as perceived by PE teachers who took a CPD course on capoeira (Capoeira-CPDC).

Methodology

This study was divided into two phases: an initial phase analyzing the TTC on capoeira as a pedagogical tool for PE taken by 12 PE teachers and a second phase analyzing the transfer of knowledge by a primary and a secondary school teacher from the same school who participated in the course. Data were collected via participative and non-participative observation with analysis of diary entries made by the lead researcher-teacher educator, the 12 teachers who participated in the Capoeira-CPDC in phase 1, and the two teachers who incorporated capoeira into their PE classes in phase 2; answers to the course feedback form; and transcripts from a semi-structured interview held with the two teachers who taught capoeira.

Results

The Capoeira-CPDC and subsequent incorporation of capoeira into primary and secondary school PE classes showed a wide array of benefits and limitations that this practice can offer in terms of addressing social justice, interculturality, and coeducation issues. The socio-critical pedagogical model employed in the Capoeira-CPDC, which focused on both the technical aspects of capoeira and the historical and cultural significance of the movements involved, fostered active-reflective thinking among the participating teachers. Certain challenges, however, were observed in the second phase of the study, in particular difficulties dealing directly with the subject of slavery in PE classes, a romantic-assimilation-based vision of physical activity and sport as an intercultural tool, and gender-role stereotyping by teachers.

Conclusion

This study highlights the potential of capoeira as a pedagogical tool for addressing social justice, interculturality, and coeducation issues from a socio-critical approach. It also highlights potential difficulties in the classroom and the importance of addressing social justice issues in PE teacher CPD courses and facilitating tools to work on cultural diversity and gender belief systems.

KEYWORDS:

• Capoeira
• critical pedagogy
• interculturality
• social justice
• coeducation

Acknowledgements

We want to acknowledge Mónica and Juan’s openness to share their experience and, to some extent, expose themselves. Several teachers may fear being ‘judged’ and drop off from proposals of research, nonetheless they were brave in taking the challenge and teaching students new content.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 Senzalas: overcrowded housing for enslaved people on Brazil between the 16th and 19th centuries.

2 Capoeira roda: Capeira is practised in a circle (roda) with two ‘players’ its center. The players in the circle sing, they clap their hands to set the rhyth, and play percussion instruments.

3 Ginga is the basic movement for playing capoeira: Through one’s body expression, one seeks to trick their partner to defend oneself or attach, throwing him or her off-guard through movements.

4 Dándara and Zumbi become icons of the black resistance in the Afro-Brazilian movement.

5 Original name of the territory that was colonized and renamed America.

Additional information

Funding

This study was funded by grants from the National Commission for Scientific and Technological Research of Chile (CONICYT – 2015 –72160314); the Catalan Social and Education Research Group for Physical Activity and Sport (GISEAFE) (GISEAFE – 2017 SGR 1162), and the National Institute of Physical Education of Catalonia (INEFC).