“Boi-bumbá é bom para ensinar”: a percepção dos professores do ensino superior e possibilidades na Educação Física

Abstract

Brazil since its genesis, is constituted by different visions and cultural identities, specifically in the northern region, the weight of the Folkloric Festival of Parintins, contributes to the country's consolidation as multicultural and mixed race, portraying the life of northern communities. These can be evidenced in the educational scope, they are presented in dances, gymnastics, fights, games and games, that is, in the Physical Education curricular component, which directly implies the performance of the Physical Education teacher. Thus, the objective of this study was to analyze the perception of teachers of the Degree in Physical Education in Manaus in relation to boi-bumbá and the pedagogical didactic possibilities from an autoethnographic perspective. The research is characterized as qualitative and descriptive. As for the technical procedures, field research, documental research and autoethnographic study were used. Five professors from four Higher Education Institutions between public and private in the city of Manaus/AM participated in the research. For data collection, we used a semi-structured interview. Data analysis was performed using the Technique of Elaboration and Analysis of Units of Meaning (MOREIRA; SIMÕES; PORTO, 2005). The data were gathered, configuring the chapters of this thesis. In this way, our results showed that the HEI teachers do not have in-depth knowledge about the boi-bumbá, the perception is very related to the rhythm and movement, only. Few use boi-bumbá in their classes, however, they are willing to participate in training to appropriate the theme. As for the autoethnographic perspective, we propose possibilities of the didactic-pedagogical treatment of the boi-bumbá in school physical education based on Art-Education. This work is based on the understanding that, even though Boi-bumbá is included in the municipal and state school curriculum, the theme is not supported in the daily teaching and learning of students as teaching content.