2026-08-042026-08-042026-02-06SILVA, Derlan da. Capoeira como componente curricular nas aulas de educação física: um estudo na cidade de Mãe do Rio (PA). Orientador: Otávio Luiz Pinheiro Aranha. 2026. 35 f. Trabalho de Curso (Licenciatura em Educação Física) – Faculdade de Educação Física, Campus Universitário de Castanhal, Universidade Federal do Pará, Castanhal, 2026. Disponível em: https://bdm.ufpa.br/handle/prefix/9824. Acesso em:.https://bdm.ufpa.br/handle/prefix/9824Capoeira is an Afro-Brazilian cultural manifestation that combines fight, dance, music, and play, being recognized as cultural heritage of Brazil and of humanity. In the school context, especially in Physical Education classes, this practice presents significant pedagogical potential, contributing to students’ motor, social, cultural, and identity development. However, its inclusion as a curricular content still faces several challenges. Therefore, this study aimed to investigate the challenges faced by Physical Education teachers in implementing capoeira as a curricular component in public municipal schools in the city of Mãe do Rio, Pará, Brazil. This research is characterized as qualitative and descriptive and was developed in two stages: a bibliographic review based on authors who discuss the history of capoeira, its elements, and its insertion in school Physical Education; and a field study conducted with seven Physical Education teachers from the municipal public school system through the application of a structured questionnaire. Data analysis was carried out in a descriptive and interpretative manner, seeking to understand teachers’ perceptions regarding the teaching of capoeira. The results showed that teachers recognize capoeira as a relevant pedagogical content, emphasizing its historical, cultural, and educational value. However, challenges were identified, such as limited exposure to capoeira during initial teacher education, the lack of specific continuing education, restricted knowledge of its fundamental elements, and, in some cases, insufficient institutional support. Despite these difficulties, capoeira was found to generate strong interest and positive acceptance among students, reinforcing its potential as a pedagogical tool in the school environment. It is concluded that the effective inclusion of capoeira as a curricular component in school Physical Education depends on strengthening initial and continuing teacher education, as well as on educational public policies that value Afro-Brazilian culture and promote a more democratic, plural, and inclusive education.Acesso AbertoCapoeiraEducação física escolarCultura afro-brasileiraSchool physical educationAfro-brazilian cultureCNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICATrabalho de Curso - Graduação - MonografiaAttribution-NoDerivs 3.0 Brazil