Práticas corporais indígenas no ensino fundamental: uma análise da aplicação da lei nº 11.645/08 nas aulas de educação física no Cariri cearense

Abstract

This study examines Indigenous bodily practices within School Physical Education regarding the implementation of Law No. 11.645/08. The investigation centered on the following inquiry: Is the aforementioned law being enacted in the pedagogical practices of Physical Education teachers in the cariri region, Ceará? It is hypothesized that Indigenous bodily practices represent objects of knowledge integrated into the daily teaching-learning routines of these educators. Therefore, the general objective is to analyze whether such practices are being addressed in Physical Education classes in public elementary schools in the cariri region, specifically in the municipalities of Barbalha and Juazeiro do Norte. The research was developed using a mixed-methods approach, integrating quantitative and qualitative data. A Google Forms questionnaire was used as the data collection instrument, followed by a descriptive analysis of the data. The study participants were Physical Education teachers working in Elementary Education in the municipal school systems of Juazeiro do Norte and Barbalha, Ceará. As an educational resource, an anti-racist training proposal from an Indigenous perspective was implemented, structured in two phases: the first, theoretical, focused on critical historical, political, and cultural contextualization; and the second, practical, involving experiences with Indigenous bodily practices (games, play, fighting practices, and dances). This resource functioned as a means to familiarize teachers with the subject, stimulating the creation of pedagogical strategies to promote discussion on ethnic-racial relations—specifically those of Indigenous peoples—and acting as a guide for professional development. Data obtained from 32 teachers in Barbalha and Juazeiro do Norte evidenced that Indigenous knowledge is systematized by most educators solely during commemorative events. The primary obstacles cited were insufficient prior knowledge and a lack of specific training. The conclusion emphasizes the urgent need for curricular changes in Physical Education, across both initial teacher training and continuing education provided by government bodies. These reforms are crucial to disrupt Eurocentric practices and establish an anti-racist and intercultural education.