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Trends in Capoeira Pedagogy a Thesis Submitted in Partial CALL AND RESPONSE: TRENDS IN CAPOEIRA PEDAGOGY A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF SCIENCE IN THE GRADUATE SCHOOL OF THE TEXAS WOMAN’S UNIVERSITY DEPARTMENT OF KINESIOLOGY COLLEGE OF HEALTH SCIENCES BY JACKIE BETH SHILCUTT, B.S., B.F.A DENTON, TEXAS AUGUST 2014 ACKNOWLEDGMENTS For completion of this project, I would like to acknowledge my sincere thanks to those who have helped make this research process run smoothly and fruitfully. I have tremendously enjoyed this adventure and owe a great deal of gratitude to many people. To all of the participants, thank you for sharing your art, your practices, and your thoughts with me. I immensely enjoyed hearing your stories, sharing in your laughter, and anticipating the future of capoeira. To Dr. David Nichols, thank you for your guidance through the program and the logistics of the research, and thanks to supervising committee members Dr. Lisa Silliman-French and Dr. Leslie Graham for your insights and advice. To Dawn Peterson in the TWU Center for Qualitative Inquiry, thank you for helping me navigate the qualitative research process (and for revealing the Portuguese language function in the software to save countless hours of work time). For linguistic consultation, thank you to Phyllis Gonçalves and Leonardo Marins, whom I must also thank for his transcription services. For medical and cultural insight, thank you to Dra. Karina Brunetti and Dr. Davi de Marco for your interest in this study. Special thanks to Stephanie Talley, Dr. Tracy Shilcutt, and Dr. Kerri Hart for consultation of pedagogical theories and principles. Thanks to Meghan Cardwell-Wilson for your fabulous clarifying questions and proofreading skills. To Ali Kaiser, thank you for the gift you gave me when you opened the door to the world of capoeira for me. ! iii! To those who hosted me in your homes, helped me navigate the city, welcomed me into your art, helped me learn your language and culture, and encouraged me on this journey, I thank you. Habitantes, Nossa Casa, Alini Barros, Carlão, Ceará, Pirus, Urso, Antenor Gonçalves, Mark Kaiser, Cristi Stanton, the EverFIT team, Muscle Memory, Around the Table, and many more... And to my family, thank you. To my parents, Bryan and Tracy, for your encouragement. You enrich my life. Thank you to Daddy Jack for your thought- provoking questions, to Mary Shilcutt for your support in pursuit of this degree, and to Erin Shilcutt for Skip-Bo breaks, quiches, and laughter throughout the process. Obrigada, amigos! Paz para suas casas! ! iv! ABSTRACT JACKIE BETH SHILCUTT CALL AND RESPONSE: TRENDS IN CAPOEIRA PEDAGOGY AUGUST 2014 The purpose of this study was to inquire into the promotion of longevity within the Brazilian martial art form capoeira by investigating learning environments created by capoeira professores, with specific attention given to (1) pedagogical techniques used to pass on capoeira in a way that promotes longevity and (2) injury prevention practices present in capoeira instruction. This qualitative study utilized capoeira professores recruited amongst known teachers in the Itu community via email and word of mouth. These professores completed questionnaires, participated in oral interviews, and further discussed emerging themes and practices in a focus group. Results indicated themes of injury specific preventative stretches and strengthening, inclusion practices, pedagogical tactics, and a typical class format of warmup, stretches, specific skill work, and practice. By examining current practices, this study creates space for questions and dialogue about existing techniques and provides a comparative marker for future generations to reference. ! v! TABLE OF CONTENTS Page ACKNOWLEDGEMENTS .............................................................................................. iii ABSTRACT ........................................................................................................................v LIST OF TABLES ............................................................................................................ ix LIST OF FIGURES .............................................................................................................x Chapter I. INTRODUCTION ..........................................................................................................1 Evolution of Capoeira .............................................................................................1 Pedagogy .................................................................................................................2! Injury Prevention ....................................................................................................2 Looking Forward ....................................................................................................3 Problem Statement ..................................................................................................4! Research Questions .................................................................................................4! Definitions ..............................................................................................................4! Assumptions and Limitations .................................................................................6! Significance of Study ..............................................................................................6! ! II. LITERATURE REVIEW ..............................................................................................9! ! Classifying Capoeira .............................................................................................10 A Dance ....................................................................................................11 A Fight ......................................................................................................11 A Game .....................................................................................................12 The Jogo ...............................................................................................................12 Movement Perceptions .............................................................................14 Subversive Discourse ................................................................................15 Invitation to the Dance ..............................................................................16! Capoeiristas ...........................................................................................................17 Personal Identity .......................................................................................18 Tercera Idade (The Third Age) ................................................................20 Youth ........................................................................................................20! Inclusion ....................................................................................................21! Gender .......................................................................................................21 ! vi! Racial Identity ...........................................................................................22! Pedagogy and Practices ........................................................................................22 Learning Contexts .....................................................................................24! Teaching Practices ....................................................................................25 Physical Impact on Practitioners ...........................................................................30 Benefits .....................................................................................................31! Injuries ......................................................................................................33 Research Implications ...........................................................................................37! III. METHOD ..................................................................................................................39 Participants ............................................................................................................39 Instruments ............................................................................................................40 Questionnaire ............................................................................................40 Interviews ..................................................................................................41 Focus Group ..............................................................................................42 Procedures and Measurements ..............................................................................42 Research Design and Data Analysis .....................................................................42 IV. RESULTS ..................................................................................................................44 Invitation to Longevity .........................................................................................45 Passing Information ..................................................................................46 Future Teachers .........................................................................................47 Inclusion ....................................................................................................48 Injured Students ........................................................................................49
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