Capoeira e escola: um debate sobre patrimônio, cultura afro-brasileira e educação

Abstract

This research paper aims to analyze and discuss the implications derived from the dialogue between capoeira and a Nova Iguaçu municipal elementary school. In this ethnographic study of the capoeira workshop, I employed interview and observation techniques with the individuals that make up the school space, especially the capoeira monitor, teachers and students. The school chosen for this ethnography began offering the capoeira workshop as part of the More Education Program (PME), which, among other goals, aims to increase school time by offering workshops after regular school time. Since the aforementioned program was essential to the introduction of capoeira in the Nova Iguaçu municipal school system, this investigation aims also to understand how the program presents capoeira in its documents. In this sense, based on authors such as Pierre Bourdieu (1983), Eric Hobsbawm (1984) and Norbert Elias (1992), I performed a document analysis of the institutional texts of the More Education Program. I reached the conclusion that there is an overrepresentation of elements belonging to the Capoeira Regional style. Thus capoeira sportization facilitates the introduction of this activity in schools. Capoeira's connection to Afro-Brazilian culture has been occasionally rejected because of its shared features with African-origin religions. The institutional documents of the More Education Program reveal ambiguity towards capoeira, failing to address its relation to Law No. 10639/03.