A Revista CORPOCONSCIÊNCIA é uma publicação de fluxo contínuo da Faculdade de Educação Física da Universidade Federal de Mato Grosso – FEF/UFMT, Brasil, com avaliação peer-review e de acesso livre. Fundada em 1997 pela FEFISA – Faculdade de Educação Física de Santo André e, desde 2015 editada na UFMT, publica artigos sobre o movimento humano e sua interface com a Educação Física, Esporte e áreas afins. A Revista CORPOCONSCIÊNCIA foi avaliada no QUALIS CAPES Periódicos e recebeu a menção B2. ISSN: 2178-5945 A Revista Corpoconsciência agora está nas redes sociais. Siga-nos para ampliarmos ainda mais o alcance de nossas publicações! @rev.corpoconsciencia
Faculdade de Educação Física da Universidade Federal de Mato Grosso
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MOTIVATIONAL FACTORS FOR THE PRACTICE OF MARAJOARA WRESTLING IN SPORTING EVENT
The research aimed to understand the factors that motivate the practice of Marajoara Wresting in sporting events, particularly in the specific tournament held during the Festivity of Glorious Saint Sebastian of Cachoeira do Arari. Data were gathered through the application of the Inventory of Motivation for Sports Practice, and answered by 18 athletes. As for the results, it was found that the wrestlers are motivated by the desire to develop technical and physical skills; by the aspiration to become a professional and recognized athlete; by the possibility of meeting friends; having physical and mental health; and the need to entertain themselves during their free time. It is concluded that personal motivation and cultural motivation of Marajoara Wrestling athletes to participate in sporting events are often strongly interrelated, making it difficult to distinguish where one ends and the other begins.
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MENTAL HEALTH AND DISORDERS IN ELITE SPORTS COACHES
The mental health of elite sports coaches is increasingly recognized as a critical, yet underexplored, dimension of high-performance sport. This scoping review examined existing literature to map how personal, organizational, and performance-related demands shape coaches’ well-being and vulnerability to mental health disorders. Searches across PsycINFO, Scopus, PubMed, and SPORTDiscus yielded 354 studies, of which only seven met inclusion criteria. The evidence, predominantly published in the last five years and based in Europe and Oceania, points to a consistent pattern: female coaches report higher levels of psychological strain than their male peers, largely due to organizational pressures and performance-related responsibilities. These findings reveal significant research gaps while underscoring the pressing need for organizational reforms and tailored mental health support programs to sustain coaches’ well-being. Addressing these issues is essential not only for coaches’ personal health but also for the long-term sustainability of elite sport environments.
EDUCATION FOR THE ETHICS OF REVOLT BASED ON THE GAME PEDAGOGY
Given that games are characterized by unpredictability, a pedagogy that considers this element is essential. To this end, within game-centered teaching approaches, the Pedagogy of Play emerges as an option that enables an application tied to the autonomy of the player. In this vein, Albert Camus, when conceptualizing Revolt, developed a concept that can serve as inspiration for autonomous play, since it envisions autonomous, conscious action, but one that is guided by limits. Thus, this essay seeks to centralize the Pedagogy of Play, based on its theoretical foundation centered on play, as capable of stimulating, in line with ethical and moral desires, its students to act in a rebellious manner, when exposed to the unpredictability of the game.
MOTOR PERFORMANCE OF CHILDREN PRACTICING AND NOT PRACTICING KARATE
Karate is a dynamic martial art that involves regular training and can influence children's motor development. This study compared upper and lower limb power, functional agility, and speed between children who practice karate and those who do not. Sixteen children (aged 8-10 years, 45% female) participated, divided into two groups: karate practitioners (KG, n = 8) and non-practitioners (CG, n = 8). The medicine ball throw and horizontal jump tests were applied to assess power, the Time Up and Go test for functional agility, and the 10-meter sprint test for speed. Data normality was tested using the Shapiro-Wilk test, and group comparisons were performed using the independent t-test. No significant differences were found between the groups in any test (p > 0.05). We conclude that, in the present sample, children practicing karate do not exhibit motor superiority over their non-practicing peers.
Seção Temática - EDUCAÇÃO FÍSICA E LUTAS
“Lifelong Karate” is the motto and name of the teaching methodology of the Japan Karate Shotofederation. The objective of this research is to identify confluences and divergences between the teaching vision of “Lifelong Karate” and the references of Sports Pedagogy, for the development of a methodology consistent with the Brazilian reality. This is an ethnographic study, using participant observation and production of a field diary as data collection methods. Data collection occurred during participation in coaching courses in Tokyo and Brazil over an 11-year period. There is growing international concern about minimizing the use of technical-analytical methodologies and moving toward interactionist and global methods. Numerous training and debate situations were observed in which the references of Sports Pedagogy were used. We perceive a paradigm shift taking place, especially on the development of methodologies more appropriate for late adulthood and old age.
"ARE PEOPLE READY TO BE LED BY BLACK COACHES?"
This article investigates the presence of Black people on the coaching staffs of the 2024 men's Campeonato Gaúcho and analyzes excerpts from interviews with Black coaches. At the start of the 2024 Campeonato Gaúcho, 18% of the coaching staffs were Black, a percentage that dropped to 16% after dismissals. By analyzing the interview excerpts through an intersectional lens, we identified challenges and barriers that limit representation: socioeconomic (high training costs, lack of financial support, and the need to balance work and study), educational attainment (poor basic education, school dropout rates, and limited access to higher education), and racism (systemic discrimination, stereotypes, and lack of opportunities). The results indicate the need for affirmative action policies to increase the inclusion of Black people in management positions in football, in addition to financial and educational support. The study contributes to the debate on racial inequality in Brazilian football and suggests paths for change.
ASSOCIATION BETWEEN PRE-GESTATIONAL PHYSICAL ACTIVITY LEVEL AND WEIGHT MANAGEMENT DURING PREGNANCY
Aiming to analyze the level of physical activity (LPA) of women before the gestational period and its effect on body weight gain during gestation, 36 pregnant women from the Family Health Support Center (NASF) of a municipality in Minas Gerais completed two questionnaires. After data analysis, it was observed that more than 60% of the pregnant women were within the ideal physical profile before pregnancy, while 36.1% were overweight (13.9% obese). Regarding LPA, more than half (58.3%) were classified as (very) active in the pre-gestational period, with a higher prevalence of moderate physical activities. This behavior was associated with reductions in body weight during gestation (χ² = 9.257; p < 0.05). Thus, pre-gestational LPA was shown to be a factor in controlling body weight during gestation, reinforcing the importance of adopting and maintaining an active lifestyle to promote health during pregnancy.
Sensei Akira Taniguchi was responsible for introducing the Goju-ryu Karate-do style in the state of Rio Grande do Sul. After establishing a Karate group in the early 1990s, he organized trips for his students to train with masters in Japan.with masters in Japan. This study aims to explore evidence regarding sensei Akira's students' trips to Japan in the 1990s. Interviews with students were conducted using the Oral History methodology. The thematic content analysis revealed that interactions between different cultures influenced Karate practice in Rio Grande do Sul, especially with the introduction of new forms of practice and training.
AN EXPLORATORY ANALYSIS OF MOOD STATES OF REFEREES DURING FUTSAL COMPETITIONS
The aim of this study was to analyze the mood of Futsal Referees during each day of competition. Twenty-five referees (mean age 39.2 ± 8.4 years) called up for official competitions participated. Participant characterization questionnaires and the Brunel Mood Scale were used. Descriptive statistics, Student's t-test and Mann Whitney test (p≤0.05) were used to analyze the data. The results indicated that although the vigor dimension had the highest mean values, only 24% of the sample remained within the desired range. The fatigue dimension showed the greatest variations during the week and peaked in important phases of the competitions, as did the anger dimension. Older referees remained in the target zone longer in the anger dimension and referees with more experience in the vigor dimension. The concern with the preparation and performance of referees in competitions is reiterated, in search of better performance in their performance.
Seção Temática - A PROMOÇÃO DA SAÚDE MENTAL NO E ATRAVÉS DO DESPORTO
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VIDEO GAME PERIPHERALS WITH THERAPEUTIC POTENTIAL FOR CHILDREN WITH AUTISM SPECTRUM DISORDER
Games have been a part of human life since its earliest stages, and since the creation of the first games, they have undergone continuous refinement. Video games have moved beyond the realm of entertainment and are now increasingly explored in educational, clinical, and therapeutic contexts. This study aimed to identify and describe video game peripherals with therapeutic potential for children diagnosed with Autism Spectrum Disorder (ASD), through a narrative literature review. A historical survey of video games and their generations was conducted, in addition to an analysis of studies exploring the use of peripherals — such as motion sensors, musical instruments, and interactive interfaces — in clinical and educational settings aimed at the development of children with ASD. The results indicate that these devices can contribute to the promotion of cognitive, motor, social, and emotional skills. It is concluded that video games, when combined with well-defined therapeutic strategies, show potential to complement interventions for individuals with ASD. However, it is recommended that future studies conduct practical and experimental tests, using research designs that allow for the establishment of causal relationships, in order to more accurately assess the therapeutic effectiveness of these technologies in the context of ASD.
THE PROFILE OF SCIENTIFIC PRODUCTION ON SPORTS COACHES IN PORTUGUESE
The present study aimed to map scientific production in Portuguese about sports coaches. To this end, the databases were analyzed: Scielo, Lilacs and Capes Periodical Portal, having found 130 articles published between the years 2001 and 2022. As results, the themes predominated: Perceptions and Opinions of coaches, Coaches and their Teaching and Performance Methods and Training of Coaches. The modalities with the most publications were Football, Handball, Basketball, Volleyball and Artistic Gymnastics. In relation to magazines, 80.76% of articles are found in periodicals evaluated with Qualis B1 and B2. 13 most productive researchers were identified, all of them Brazilian, who are inserted in Postgraduate Programs, with specific research lines and projects on coaches. The results point to a logic of guidance and co-authorship between the most well-established agents on the scientific campus.
EXECUTION TIME OF SPORTIVE AND TRADITIONAL ROUNDHOUSE KICK (MAWASHI-GERI) IN SHOTOKAN KARATE
This study aimed to measure and compare the execution time of both traditional and sportive Mawashi-Geri roundhouse kick execution styles in Shotokan Karate athletes. Sixteen Shotokan Karate athletes (27.18±9.41 years old, 15.19±6.87 years of experience) participated in a study comparing the execution time of traditional and sportive Mawashi-Geri roundhouse kicks. Each athlete performed six kicks (three traditional, three sportive) in random order on a fixed Body Opponent Bag (BOB) at waist level after a standardized warm-up. Kicks were filmed using a Casio™ EX-ZR100 (1920x1080, 30fps), and execution time was analyzed with Kinovea 0.8.15. The results showed that the sportive Mawashi-Geri had a significantly faster execution time (0.260±0.040s) compared to the traditional style (0.321±0.110s, p=0.016). The findings suggest that the sportive style is more effective for Kumite (sparring) competitions due to its speed, while the traditional style may be better suited for Kihon (technical) practices and Kata (form) competitions.
INDIGENOUS, AFRICAN AND AFRO-BRAZILIAN BODY PRACTICES IN THE FEDERAL SCHOOL NETWORK
In accordance with Law No. 11.645/2008, this work describes and analyzes experiences based on Indigenous, African, and Afro-Brazilian games, toys, and play in Physical Education classes and in an Extension Project developed at the Federal Institute of Education, Science, and Technology of Mato Grosso do Sul, Naviraí campus, between 2022 and 2023. As a qualitative study with a descriptive objective and the use of participant observation, it highlighted significant experiences for reflection and deepening of ethnic-racial issues that contributed to the appreciation of these cultures and the development of logical reasoning and social interaction. However, these themes must be included in the Course Pedagogical Projects and should not rely solely on isolated initiatives. Although they demonstrate positive impacts within the research locus, it was not possible to evaluate their medium- and long-term effects. Thus, we hope to motivate similar initiatives, encouraging inclusive and intercultural practices that value ethnic-racial diversity.
Seção Temática - EDUCAÇÃO FÍSICA ESCOLAR E AFRORREFERÊNCIAS
Indigenous, African and Afro-Brazilian Games, Toys and Play
Capoeira facilitates the integration of various aspects in its practice. This study aimed to understand the impacts of a pedagogical intervention with the teaching of capoeira in Physical Education classes, conducted with a 1st-grade elementary school class. The intervention consisted of 10 lessons delivered during the first semester of 2023, involving 20 students from a municipal school in Guapiaçu-SP, Brazil. Data analysis followed the steps of the Situated Phenomenon Analysis, including reading field notes, identifying relevant excerpts, constructing analytical categories, and synthesizing understandings. The emerging categories were: A) Students’ initial conceptions and educational interventions; B) Historical aspects and the musicality of capoeira; C) Valuing ethno-racial diversity. The results highlighted capoeira as a relevant educational tool, emphasizing the importance of pedagogical approaches that promote school practices aimed at valuing cultural and ethno-racial diversity.
PROPOSAL FOR TEACHING AND LEARNING PARALYMPIC POWERLIFTING
Paralympic powerlifting (PP) is a Paralympic sport that has been part of the Paralympic movement since the Tokyo 1964 Games and has developed widely in Brazil and worldwide. Considering this expansion, it becomes relevant to develop a study on PP, especially in the area of Para sport Pedagogy. Thus, the objective of the present study is to describe a proposal for teaching and learning PP. A descriptive and propositional methodology was used, considering the evolution from simple to more complex tasks and the theoretical model of Sport Pedagogy, adapted to Para sport. The proposal involves the following stages: initial approach, person-bench, person-bench-bar, person-bench-bar-person, and person-bench-bar-implements. These phases contemplate the domains of human movement, multiple intelligences, psychological and philosophical aspects, social learning, and the domain of health. The PP teaching-learning proposal includes application in different teaching locations of this sport, regardless of the condition of available material resources. In addition, it contributes to the development of studies in Para sport Pedagogy, which has a vast field for development.
FIGHTS, MARTIAL ARTS, AND COMBAT SPORTS IN BRAZIL
The present study aimed to analyze the main modalities of Fights, Martial Arts, and Combat Sports (LAMEC) in Brazil based on their principles and technical-methodological categorizations. To achieve this, the study was structured in an essay format, utilizing not only empirical and deductive knowledge but also literature that addresses this topic. The modalities Asamco, Capoeira, Huka-Huka, Brazilian Jiu-Jitsu, Kombato, and Luta Marajoara were analyzed and characterized. The presented technical-methodological categorization enables a deeper understanding of how these fights can be applied in different educational contexts, expanding their applicability beyond the practical approach and incorporating a more solid conceptual comprehension.
PROPOSAL FOR TEACHING FIGHTING/MARTIAL ARTS ACCORDING TO WALLONIAN ASSUMPTIONS
The article presented in this scientific communication presents a critical-reflective proposition whose content puts into perspective the teaching of fighting/martial arts to children, according to the epistemological contributions of Henri Wallon's psychogenetic theory. In order to formulate it, a bibliographical investigation was carried out. This undertaking is justified because the scientific literature on the pedagogy of fighting/martial arts in Physical Education classes indicates a set of factors and circumstances that obliterate the teaching of knowledge concerning this manifestation of the body culture of movement, especially when it comes to babies and very young children. Added to this is the allegation that teachers do not address the topic due to the lack of theoretical contributions or systematized pedagogical proposals. The proposal drawn up does not aim to be prescriptive, nor does it present itself as a type of “curricular reference”, but rather as a perspective, the purpose of which is to contribute to the organization of the pedagogical work developed in Early Childhood Education.
INNOVATION AND PEDAGOGICAL CHALLENGES IN SCHOOL PHYSICAL EDUCATION
Pedagogical challenges, or pedagogical disinvestment, contrasts with pedagogical innovation; understanding its complexities can help increase teacher motivation. This integrative review examined the relationship between school physical education, pedagogical innovation, and pedagogical disinvestment. The search, conducted on Google Scholar, focused on articles published in the last five years, with an emphasis on the Brazilian context. A total of 586 studies were identified, and after applying selection criteria, 11 studies were included. Pedagogical innovation encompassed: moving away from traditional practices, curriculum restructuring, and continuous professional development. Pedagogical disinvestment included: professional devaluation, lack of student engagement, inadequate physical and material infrastructure, and teacher burnout. The review concludes that pedagogical innovation is a political choice, and investing in education, particularly through valuing teachers, is crucial for overcoming disinvestment and fostering high-quality educational practices.
QUILOMBO BODY PRACTICES AND THE DECOLONIZATION OF THE SCHOOL PHYSICAL EDUCATION CURRICULUM
The objective of this study was to analyse how bodily practices are inserted within quilombola communities, identifying the knowledge produced within the quilombos of Piauí that can be problematized in School Physical Education. The work is a qualitative and descriptive research. The participants were five quilombola representatives from communities in Piauí. The information was produced from observations and semi-structured interviews. The empirical material was subjected to thematic analysis. Body practices are alive within the communities studied and are experienced daily, since popular culture is the source of this knowledge, which is rescued and transformed through traditional Afro-Brazilian dances, as well as in all other forms of cultural production. The body practices experienced in the territories of quilombola communities can and should be present in Physical Education classes at School, thus evidencing the systematization of the curricular component from a popular and decolonized perspective.
Health promotion; school physical education; Pedagogical strategies; Healthy habits; School
BEING AN ANTIRACIST PHYSICAL EDUCATION TEACHER
Although many black people have participated in the development of the area of knowledge Physical Education, historically, this curricular component has valued the white, heterosexual, christian, thin, cisgender, non-disabled and male body in its pedagogical actions and perspectives. After reading and discussing the book “Black Women Physical Education Teachers”, the Group of Study and Research in School Physical Education and Relationships to Knowledge (GEPEFERS) set out the following question: What does it mean to be an anti-racist Physical Education teacher, considering relations with knowledge as a contribution? The group discussions were transcribed and analyzed, searching for central points in response to the question. As a result, we obtained ten questions listing relevant practices and knowledge for teachers who propose an anti-racist teaching practice or perspective, demonstrating advances in views on Physical Education and on issues related to social justice and ethnic-racial relations.
(AUTO)BIOGRAPHY OF A TEACHER-RESEARCHER ON ETHNIC-RACIAL ISSUES IN HER UNDERGRADUATE PHYSICAL EDUCATION TEACHER EDUCATION
Racial identity in Brazil is marked by the myth of racial democracy, which is also reflected in the educational sphere. This raises the question: how is the ethnic-racial identity of teachers silenced during their educational career, and how can teacher training in Physical Education challenge this erasure? Based on the experience of one of the authors, the aim was to understand how her identity was silenced during her educational career and how teacher training contributed to confronting this erasure. The methodology, based on the (auto)biographical narrative, is constituted as a political and pedagogical act of decolonising the body and the curriculum, by defending a Physical Education that values the ethnic-racial theme. The results point to the construction of a teaching identity committed to diversity. Concluding that a trajectory marked by silences, discoveries and resistance recognises the marks of the absence of anti-racist training.
This article aims to map the academic production on the relationship between the Black population and the right to leisure, as published in the journals Licere and RBEL. The justification lies in the need to understand how ethnic-racial themes are addressed in the field of leisure studies, especially in nationally recognized journals. The central research question was: “How have the relationships between the Black population and leisure been addressed in academic productions in these journals?” The methodology used was bibliographic research with a qualitative approach and content analysis, based on selection criteria involving keywords related to Black identity and leisure. The results show that, although there has been progress in discussions on diversity and inclusion, the number of studies specifically addressing Black experiences in leisure remains limited. The most frequent themes include recreational racism, Black identities, and access to public leisure policies, indicating important gaps for future research.
THE CONTRIBUTION OF THE PEDAGOGICAL RESIDENCY IN TEACHER TRAINING IN PHYSICAL EDUCATION
The Pedagogical Residency program is a valuable opportunity to improve the initial training of undergraduate students. This report aims to present the experiences of a physical education undergraduate student from the State University of Pará (UEPA) – Campus IX, during her participation at the Elementary School, in Altamira – PA, from 2022 to 2024, where the residents were responsible for designing and implementing pedagogical interventions with the guidance and support of the preceptor throughout their participation. The experiences provided by the program play a significant role in preparing residents for the job market. By immersing themselves in the daily life of a teacher at a school, even during their training, residents have the opportunity to develop a broader and more critical understanding of the teacher's role and all aspects involved in the school context. This practical experience not only broadens their knowledge but also encourages them to reflect more deeply on the challenges and responsibilities inherent in the teaching profession.
AFRICAN GAMES IN PHYSICAL EDUCATION CLASSES
This article presents a didactic proposal for teaching African games in Physical Education classes. It aims to understand the contributions of African games in Physical Education classes, in the light of the Critical-Supervisory Approach to the anti-racist education of students at school. Using a qualitative approach, an action-research project was developed based on the experience of the Supervised Internship in a quilombola school in Goiana-PE during remote education, the result of a monographic study. Teaching texts on the games Mancala, Shisima, Yoté and African Labyrinth were produced collectively with a focus on representativeness and cultural fidelity. The results indicate that pedagogical practices based on valuing African and Afro-Brazilian cultures strengthen students' ethnic-racial identity and contribute to the construction of a critical curriculum, and Physical Education as a compulsory curricular component, based on the Critical-Supportive Approach, contributes to tackling structural racism and promoting a critical, plural and transformative education.
LAW NO. 10.639/03 IN BRAZILIAN GRADUATE EDUCATION
This work is part of a broader research project and aims to understand how Law No. 10.639/03 has influenced academic production in School Physical Education and to identify the main challenges for the implementation of an Afro-referenced curriculum. To carry out the research, we developed a Systematic Literature Review supported by the PRISMA protocol. As a database, we used the CAPES Theses and Dissertations Catalog, and as an inclusion criterion, we considered all relevant works that used Law No. 10.639/03 as a starting point for investigation in School Physical Education. After the selection process, we considered 10 dissertations that presented relevant discussions on School Physical Education and Law No. 10.639/03. The results reveal an expansion of the SPE field regarding a curriculum focused on Education for Ethnic-Racial Relations and the teaching of Afro-Brazilian history and culture. At the same time, important challenges to building an anti-racist curriculum—such as the need for initial and continuing education, better working conditions, and anti-racist policies—are identified as necessary for the advancement of the field.
FOR A SCHOOL PHYSICAL EDUCATION SHAPED BY AFRO-REFERENCES
This theoretical research was guided by the following questions: What debates have emerged regarding Afro-references in the field of education? What contributions have these discussions made toward shaping a different kind of physical education in schools? The objective outlined was to engage with the knowledge production of individuals who have focused their studies, research, and reflections on Afro-references. I sought to present key works in the field of education Alves (2016), Campos e Durans (2019), Bolonhezi; Eskildsen (2020), Silva (2020), Machado; Oliveira (2022), Mariz (2022). Specifically, in the area of physical education, I shared the research conducted by Rodrigues (2023) and Santana (2024), both developed within the context of professional master’s programs. These teacher-researchers' studies highlighted the potential of Afro-references to foster a (re)education of ethnic-racial relations, aimed at recognizing, valuing, and respecting the contributions of Black peoples in Africa and Brazil. Both emphasized the importance of continuing education for the implementation of an Afro-referenced and anti-racist education in schools. Through the courses offered to teachers, they observed that many challenges and gaps still exist in affirmative action policies for teacher education. Nevertheless, I arrived at the positive conclusion that many fruitful debates have been taking place in the field of Afro-references, and they have produced significant changes in the area of education.
AFFIRMATIVE ACTION, AFRO-BRAZILIAN CULTURE AND SCHOOL PHYSICAL EDUCATION IN DIALOGUE
The study takes as a reference the debate on affirmative action present in Brazil, from the legislation regarding racial quotas to laws that make the teaching of Afro-Brazilian history and culture mandatory in basic education, recognizing Education in the construction of conscious formation about blacks in our society, and overcoming the Eurocentric view of history told for decades. We start from the recognition of affirmative action as a right, a historical debt and a social retraction, and that these first recognize the existence of racism, and second, acts in such a way that it can be overcome, both through the punitive issue of the law (criminalization of racism), and with the educational issue (study of Afro and indigenous culture). In such a way that we put Afro-Brazilian culture and physical education in dialogue, seeking to present possibilities for this debate in schools.
AFRO-BRAZILIAN DANCES IN PHYSICAL EDUCATION CLASSES
The study aims to analyze how Afro-Brazilian dances are being approached in Physical Education classes, identifying the pedagogical strategies used by teachers through the identification of academic productions on pedagogical interventions with Afro-Brazilian dances in schools. This is a qualitative research of bibliographic nature, based on articles mapped on the SciELO, LILACS, CAPES and Google Scholar platforms, using the keywords: Physical Education and Dance and Afro-Brazilian Culture, bringing together 10 productions that underwent content analysis. The analysis of the productions revealed that although there are relevant advances in the approach to Afro-Brazilian dances in school Physical Education, challenges persist that hinder their effective consolidation in the educational context. We recognize that this insertion is a possible path for the construction of an anti-racist education, contributing to the strengthening of pedagogical practices that break with hegemonic patterns and promote inclusion and recognition of the multiple identities present in our society.
The article presents an experience report from the project Vozes que Ecoam na Roda (Voices that Echo in the Circle), carried out in the public school system of Vargem Grande Paulista (São Paulo, Brazil), with classes from the early years of elementary school. The activities took place during Physical Education classes, and this article presents a specific account of the work developed with first-grade children. The proposal is grounded in a political-pedagogical practice committed to building an antiracist, plural, and emancipatory education. Through attentive listening to children and the appreciation of Black references — with emphasis on the protagonism of women who have made and continue to make history — the activities mobilize knowledge, memories, and practices rooted in Afro-Brazilian and African cultures. This approach challenges eurocentric curricula and their colonial legacies, opening pathways to other ways of being, existing, teaching, and learning. Based on Afro-Brazilian civilizational values, the project reaffirms the centrality of childhoods in formative processes. It highlights how diverse narratives, images, and practices strengthen the identity, self-esteem, and dignity of Black children, while also inviting non-Black children to recognize and respect differences.
BETWEEN MUHAMMAD ALI AND BESOURO “BLACK STORIES” SUPPRESSED IN THE SCHOOL PHYSICAL EDUCATION CURRICULUM
The objective of this article is to recognize the Black histories and Afro-references that are suppressed from school curricula and Physical Education. To this end, we proposed a discussion that emerged from a critical autoethnographic study conducted with preschool and elementary school classes at a Porto Alegre Municipal School System in the 2022 school year, between February and December, with a weekly workload of forty hours. Throughout this work, with two eighth-grade elementary school classes, we addressed the themes of fighting and combat sports. We recognized two "Black histories" that should not be suppressed from school curricula: Muhammad Ali and Besouro. Thus, we infer possibilities for recognizing and avoiding the erasure of important Afro-references in school and Physical Education.