Educação antirracista: um olhar sobre a importância da cultura negra no processo educacional através da capoeira

• Ano de defesa: 2025
• Autor(a) principal: Alves, Silvia Helena Seixas
• Orientador(a): Noffs, Neide de Aquino
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação: Currículo
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Currículo; Capoeira; Transversalidade; Cultura afro-brasileira; Educação
• Palavras-chave em Inglês: Curriculum; Capoeira; Transversality; Afro-Brazilian culture; Education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/45284

The general objective of this work is to contribute with actions for an inclusion of black culture, specifically “capoeira”, in the educational process. It involves identifying in the Political Pedagogical Project an action that rethinks the curriculum prescribed in the organization from the perspective of an anti-racist education. Initially, the need for a training for teachers was clearly perceived at the beginning of the project´s implementation, and then the need to include specific training became apparent. The locus of the research was the Faustino Jarruche Municipal School, in Ribeirão Preto, a city in the countryside of São Paulo, in a peripheral region where the importance of including “capoeira” in a transversal way can be necessary. The possibility of contributing to the implementation of Law 10.639/2003 was combined with the need to enrich “capoeira” as an instrument of action in anti-racist education. The school realized the need for initial training of teachers so that they could acquire basic knowledge of black culture, especially “capoeira” and understand the need to avoid folklorization. The work uses a qualitative methodology (allowing researchers to better understand and interpret the contexts by studying within their contexts), dialoguing with the researcher´s everyday reality. The work has a theoretical and socio-historical contribution. We believe that the use of capoeira songs and their history as didactic texts in the educational process also contributes to the construction of a more diverse and inclusive pedagogy