Proposta pedagógica da capoeira na educação infantil

Abstract

Capoeira is a Brazilian cultural heritage recognized by public agencies of our country and can be seen in different levels of education, even in kindergarten. How hold vast content, it can be developed through many areas of knowledge, including the Physical Education which is responsible for carrying out physical activities for the children. This project aims to understand how Capoeira can be included in early childhood education based on the principle "body as language". It aimed the elaboration of a motor activities program for children in kindergarten, from the Capoeira content, based on the Bioecological Human Development Theory. (Bronfenbrenner, 2000(Bronfenbrenner, , 2011. This research is characterized as a Case Study, qualitative exploratory type, in which systematic observations were made by the observer researcher and recorded in the diary field. The moments of motor activities were also recorded, by video cameras. It was used a questionnaire with the children's parents to identify if the activities performed by the children at school had impact on the family environment. In this study participated fifty-six children, three to six years old, belonging to school EMEI -Agostinho Páttaro, Barão Geraldo county, Campinas -SP. From April to July 2012, six sessions of activities with "Turma dos Dragões" and seven with "Turma dos Gatinhos" were developed and described, also a questionnaire was applied to the children's parents. During the educational process was obtained as the result that majority of children had positive behaviors demonstrated by the formation of interpersonal relationships focused on joint participation in the games planned for both classes. In games that allowed balance of power for the children was greater the incidence of disruptive behaviors than in games with power imbalance. In games that drove the children to assume roles of evidence for the whole class, it was obtained disruptive behavior from those with passive propensity and engaged behavior from those with active propensity. Furthermore, we found out that the game became molar to the majority of children because the learned movements during the education process were reframed over time of this research.