Olhares sobre a inserção da capoeira nas escolas: contributos e evidências da literatura científica

Introduction: Capoeira has expanded its relevance within formal education, not only in Brazil but also internationally. Objective: This study aimed to analyze and summarize the scientific evidence on Capoeira in the school context, particularly regarding its didactic and pedagogical aspects. Methodology: A qualitative literature review was conducted in the Web of Science, PubMed, and Dialnet databases, using descriptors in Portuguese, Spanish, and English. Inclusion criteria comprised articles published in the last 11 years, available in full text, and aligned with the integration of Capoeira in the school context. Results: A total of 120 articles were identified: Web of Science (n=82), Dialnet (n=22), and PubMed (n=16). The selected articles were categorized as follows: 1) Experimental studies (n=1); 2) Training actions in Capoeira (n=3); 3) Theoretical studies (n=3); 4) Pedagogical units of Capoeira in Physical Education (n=6); and 5) Extracurricular interventions with Capoeira (n=7). Discussion: The analysis revealed that Capoeira has been incorporated as a pedagogical tool fostering cultural, cognitive, affective, and motor learning. However, many studies show theoretical and methodological weaknesses, including the absence of systematized didactic proposals and the lack of articulation with legal frameworks and curricular guidelines in Physical Education, which limits its consolidation in formal education. Conclusion: The findings point to a common pedagogical and didactic conception that understands Capoeira as an educational bodily practice, articulating motor, expressive, cognitive, and social dimensions, associated with meaningful learning and recognition of cultural diversity. Future studies should explore its pedagogical potential with stronger theoretical and methodological foundations, thus supporting its consolidation in school Physical Education.