The basic foundations of Capoeira learning from 5 to 10 years of age: implementation and evaluation of a formative project

摘要

Capoeira differs from the vast majority of other duels by the musical accompaniment, where therhythm gives the temporal structure to the movement. The practice of Capoeira enables thedevelopment of structural elements of human movement, particularly in perception‐action cycles,e.g., music rhythm and specific movements or peripheral vision and attack and defense actions,integrated in cultural and socio‐affective dimensions (SilvaandDamiani, 2005). The training inCapoeira follows a traditional course in associations or Capoeira groups where transmission ofknowledge is made by the Mestre de Capoeira, each developing an individual philosophy andmethodology and based on accumulated practical knowledge. Actually, there is no formal processand specific training of these professionals, and professionals usually have little qualification. Thepractitioner student passes to teacher condition by subjective criteria (Heine, Carbinatto, Nunomura, 2009). In order to contribute to a tested contents’ systematization, for the motorlearning of the basis of Capoeira, in the 2nd childhood, considered the critical period ofdevelopment of motor skills and coordinative abilities (MitraandMogos, 1990), as well as structuringmodes social interaction (Ré, 2011), the authors started a project to build and test a guidingprogram for Capoeira teaching agents, for them to structure and sustain the progression of learningthe basic techniques, tactics and rules; as well as to introduce to the process of interaction betweencapoeiristas performers and instrumentalists, while respecting the cultural and historical values ofCapoeira’ identity.