“It made me feel Brazilian!”: Addressing prejudice through Capoeira classes in a school in Western Australia

Abstract

Issue addressed Social inclusion is important for mental health, and schools are important settings for creating positive attitudes against prejudice. Capoeira is a Brazilian traditional culture that is a mixture of dance, martial arts and games, and has many educational possibilities. Since it arose from and helped people rise above black oppression, the purpose of the project was introducing the content of capoeira to primary school students with the aim of promoting of mental health and preventing prejudice behaviours using an intercultural perspective in a school where nearly half the students are Aboriginal. Methods Five capoeira classes were conducted in a primary school located in a regional city in Western Australia, with two Year 5‐6 classes and boys and girls aged 11‐12 years old. Activities were meant to create an environment of dialogue, joy and empathy towards a different culture. Feedback from 31 of 34 students were collected and analysed, dealing with their impressions, positive and negative aspects. Results The results were positive, with aspects of movement, joy, dance and music identified as important experiences. Empathy towards the new culture was written and drawn by many of the students. Joint work with teachers improved engagement and feedback from students. Conclusion Capoeira can be an inspiring vehicle in intercultural education, promoting mental health and empathy for different cultures. So what? Broad intercultural education which embraces positive cultural experiences and stories from elsewhere, delivered in schools can contribute to children's intercultural competence. Longer interventions with follow‐up to measure changes in students’ attitudes are required.

A scoping review of international mindedness and related concepts in music education, 2000–2020

“…Seven studies explore music education and intercultural‐related concepts, within the contexts of primary and/or secondary education. In particular, two studies focus on primary education (Palmić, 2013; Radicchi et al, 2019), two on secondary education (Begić et al, 2017; Crawford, 2020), while three address both contexts (Côrte‐Real, 2011; Joseph, 2005; Mellizo, 2019). Radicchi et al (2019), for example, explored the Brazilian art‐form, capoeira , as a vehicle for intercultural education with Year 5 and 6 classes (11‐ to 12‐year‐olds) in Australia.…”

“…In particular, two studies focus on primary education (Palmić, 2013; Radicchi et al, 2019), two on secondary education (Begić et al, 2017; Crawford, 2020), while three address both contexts (Côrte‐Real, 2011; Joseph, 2005; Mellizo, 2019). Radicchi et al (2019), for example, explored the Brazilian art‐form, capoeira , as a vehicle for intercultural education with Year 5 and 6 classes (11‐ to 12‐year‐olds) in Australia. Through observing five one‐hour capoeira classes, and distributing a questionnaire to participating students, they concluded that ‘the project promoted empathy and exposed students to experience of another culture, a short‐term effective intervention against prejudice and discrimination’ (p. 301).…”

Association of Body Composition With Leg Strength, Balance Capacity and Drop Jump Ability in Capoeira Athletes: A Pilot Study

“…Capoeira was originally created by African slaves to preserve their fighting skills. In the following years, it was considered a Brazilian martial art widely performed to percussion and chanting by various social groups in more than 150 countries across five continents, particularly in Brazil (Radicchi, Papertalk, & Thompson, 2019). In 2014, the United Nations Educational, Scientific and Cultural Organization recognized capoeira as an intangible cultural heritage of humanity (UNESCO, 2014).…”

“Like I’m flying”: Capoeira dance experiences of youth with visual impairments

“…Capoeira is an Afro-Brazilian art form that can be conceptualized as a “blurred genre” (Downey, 2005, p. 490) that incorporates elements of non-formal PA, dance, martial arts, acrobatics, and games (Jordan et al, 2019; Levin, 2016; Radicchi et al, 2019). Physical techniques in capoeira training include dance-based footwork, acrobatic kicks, strikes, and feints; while musical techniques in capoeira include playing percussion instruments, clapping, and singing (Downey, 2005).…”