Cultural Identity and the Congo capixaba of Cariacica in Physical Education classes

from prescription to collaborative dialogue

Abstract

This study investigates how the appreciation of cultural knowledge, especially Congo capixaba in Cariacica, can enrich teacher training and pedagogical practices in School Physical Education. Through the analysis of normative documents and reflective dialogues between teachers, the importance of integrating students' sociocultural experiences to promote more equitable and transformative teaching is highlighted. Despite barriers such as school routine and lack of time, collaborative contact between teachers enhances the creation of new educational approaches, challenging limitations and integrating practices that stimulate students' critical thinking, autonomy and sensitivity.