Perspectives on the inclusion of capoeira in schools: contributions and evidence from the scientific literature

Authors

DOI:

https://doi.org/10.47197/retos.v72.116289

Keywords:

Capoeira, Physical Education, Formal Education, School, Perspectives

Abstract

Introduction: Capoeira has expanded its relevance within formal education, not only in Brazil but also internationally.

Objective: This study aimed to analyze and summarize the scientific evidence on Capoeira in the school context, particularly regarding its didactic and pedagogical aspects.

Methodology: A qualitative literature review was conducted in the Web of Science, PubMed, and Dialnet databases, using descriptors in Portuguese, Spanish, and English. Inclusion criteria comprised articles published in the last 11 years, available in full text, and aligned with the integration of Capoeira in the school context.

Results: A total of 120 articles were identified: Web of Science (n=82), Dialnet (n=22), and PubMed (n=16). The selected articles were categorized as follows: 1) Experimental studies (n=1); 2) Training actions in Capoeira (n=3); 3) Theoretical studies (n=3); 4) Pedagogical units of Capoeira in Physical Education (n=6); and 5) Extracurricular interventions with Capoeira (n=7).

Discussion: The analysis revealed that Capoeira has been incorporated as a pedagogical tool fostering cultural, cognitive, affective, and motor learning. However, many studies show theoretical and methodological weaknesses, including the absence of systematized didactic proposals and the lack of articulation with legal frameworks and curricular guidelines in Physical Education, which limits its consolidation in formal education.

Conclusion: The findings point to a common pedagogical and didactic conception that understands Capoeira as an educational bodily practice, articulating motor, expressive, cognitive, and social dimensions, associated with meaningful learning and recognition of cultural diversity. Future studies should explore its pedagogical potential with stronger theoretical and methodological foundations, thus supporting its consolidation in school Physical Education.

Author Biographies

  • Liliana Baptista, Faculty of Sports Sciences and Physical Education, University of Coimbra

    Liliana Carina Pereira Baptista, PhD, is an Assistant Professor at the Faculty of Sport Sciences and Physical Education at the University of Coimbra. She completed her Ph.D. in Sports Sciences in 2018 at the University of Coimbra, Portugal, and her Post-Doctoral Training at the University of Alabama at Birmingham in 2021. In 2021, she won a competitive position at the Research Center in Physical Activity, Health, and Leisure, Portugal, as a Researcher. She authored multiple articles in international peer-reviewed journals and presented at international conferences and symposiums worldwide, receiving six awards and honors

  • Elsa Ribeiro-Silva, Faculty of Sports Sciences and Physical Education, University of Coimbra

    Elsa Maria Ferro Ribeiro Silva is an Assistant Professor at the Faculty of Sport Sciences and Physical Education of the University of Coimbra (FCDEF-UC), where she has been teaching since 2002. She has a PhD in Sports Science and Physical Education from the same institution and works in the areas of initial teacher training, physical education didactics and pedagogical supervision. Since 2015, she has coordinated the Master's Degree in Teaching Physical Education in Primary and Secondary Education and has been a member of the FCDEF-UC Scientific Council since 2014. She has also been President of the Pedagogical Internship Committee since 1998.

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Published

16-09-2025

Issue

Vol. 72 (2025)

Section

Theoretical systematic reviews and/or meta-analysis

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Copyright (c) 2025 Thiago Vieira de Souza, Liliana Baptista, Elsa Ribeiro-Silva

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How to Cite

Vieira de Souza, T., Baptista, L., & Ribeiro-Silva, E. (2025). Perspectives on the inclusion of capoeira in schools: contributions and evidence from the scientific literature. Retos, 72, 317-333. https://doi.org/10.47197/retos.v72.116289