Capoeira científica: uma abordagem interdisciplinar para o ensino de energia cinética

Abstract

This work presents the development, implementation, and evaluation of an interdisciplinary didactic sequence that integrates capoeira into the teaching of the concept of kinetic energy in high school, aiming to promote more engaging and culturally contextualized learning. The research, which is applied, qualitative, descriptive, and exploratory in nature, was carried out with 80 students from two integrated technical course classes at the Federal Institute of Amapá (IFAP), using activities that included discussion circles, a video on the history of capoeira, virtual simulators, theoretical deduction of kinetic energy, practical demonstrations of capoeira movements, and the solving of contextualized questions. Data collection took place through qualitative questionnaires, direct observations, and analysis of student participation during the interventions. The results showed high student engagement, especially in the practical activities, in which they were able to directly relate capoeira movements to kinetic energy, identifying mass, velocity, and variations of motion as fundamental elements of the physical concept studied. Interdisciplinarity significantly contributed to content comprehension, as indicated by more than 80% of the participants, who reported a better understanding of kinetic energy after experiencing the didactic sequence. The analysis of the questionnaires also showed that most students were able to establish connections between Physics and everyday situations, highlighting capoeira as a facilitator for learning and recognizing its cultural importance. The teacher responsible reinforced the effectiveness of the methodology, emphasizing the gains in attention, participation, and student interest. It is concluded that the integration of capoeira and Physics constitutes a viable, innovative, and efficient pedagogical strategy, as it broadens conceptual understanding, values Afro-Brazilian culture, and promotes more dynamic, inclusive teaching aligned with the National Common Curricular Base (BNCC). It is recommended to extend this approach to other physics topics and to continue studies that deepen the potential of cultural practices as formative tools in Science education.