Capoeira na infância: desafios e possibilidades de uma prática pedagógica

Abstract

This work is a theoretical reflection that analyzes the importance of the relationship between capoeira and early education, based on the idea of childhood of Comenius (2014), Locke (1999) and Froebel (2003). Thus, we seek to reflect on how capoeira can be configured as a pedagogical practice for the development of individuals from an early age. Capoeira is a Brazilian social practice recognized by UNESCO as an intangible heritage of humanity. Despite all the prejudices originally faced by being recognized as belonging to slaves and their descendants, capoeira has also been used as a pedagogical practice in different spaces. Therefore, we try to understand to what extent it can contribute to the child's overall development. As capoeira is constituted as art, dance, game, fight, gymnastics, and popular culture, we can understand that its practice since childhood contributes to integral development, as indicated by Howard Gardner, who created the concept of multiple intelligences. We understand childhood as the moment that favors learning in the most different areas and, as advocated by the BNCC, capoeira in its various faces can enable the development of multiple intelligences.