| Class 1
|
Fundamental conceptual subdimension
Fundamental characteristics: historical, philosophical aspects and principles of wrestling;
Forms of manifestation and concepts: wrestling, martial arts, combat sports, self-defense;
Relational conceptual subdimension
Clothing, materials, facilities, confederations, and/or federations, etc. |
Dialogical exhibition with presentation of images and videos about the listed contents. |
| Class 2 |
Fundamental body subdimension
Fighting games based on distance classification. |
Development of specific simulations and games, individual and in small groups, based on short and medium distances. |
| Class 3 |
Fundamental body subdimension
Fighting games based on distance classification. |
Development of specific games, individual and in small groups, based on long and mixed distances.
Procedural evaluation: personal summaries (textual production, evaluation sheets, dialogue) on the principles of wrestling based on distances. |
| Class 4 |
Critical-social conceptual subdimension
Wrestling as a form of cultural expression;
Afro-Brazilian wrestling and culture;
Wrestling, prejudice, and social discrimination. |
Approach to the integrative theme of knowledge: “Wrestling, prejudice, and social discrimination.” If possible, consider the participation of teachers from other areas to broaden the debate.
Watch and analyze a film on the subject. E.g.: Race; My First Fight; Beetle; Boxer.
Develop extra-class research on the topics listed for this class (articles, books, documentaries, specific reports, etc.). |
| Class 5 |
Critical-social conceptual subdimension
Wrestling, sports, and racism. |
Continuation of class 4. Relate to the historical and original elements of capoeira (wrestling that will be explored in more depth from class 6 onwards).
Analysis and discussion of the film from class 4. List the aesthetic elements (feelings, emotions) and, together with the critical-reflective aspects that the film presents, conduct a dialogue about the specific content of the class.
Formal assessment: in pairs or small groups, produce a summary as a textual production on the theme “structural racism.” |
| Class 6 |
Fundamental body subdimension
Historical aspects, origin, and fundamental characteristics of capoeira.
Operational principles – basic attack and defense moves/strikes: capoeira (swing, defense, au, negative, role, blessing, hammer, crescent, cocorinha). |
Briefly review the presentation/contextualization of capoeira performed in class 5.
Analysis of educational videos that teach how to practice the moves chosen for experience/experimentation. Someone who knows how to practice can be invited to help with these tasks.
Simulations, games, and experience of attack and defense movements in a playful way. |
| Class 7 |
Fundamental body subdimension
Operational principles – basic attack and defense moves/strikes: capoeira (swing, defense, au, negative, role, blessing, hammer, crescent, cocorinha). |
Analysis of educational videos that teach how to practice the moves chosen for experience/experimentation. Someone who knows how to practice can be invited to help with these tasks.
Simulations, games, and experience of attack and defense movements in a playful way. |
| Class 8 |
Fundamental body subdimension
Operational principles – basic attack and defense moves/strikes: capoeira (swing, defense, au, negative, role, blessing, hammer, crescent, cocorinha). |
Simulation and experience of a capoeira circle and representation of the moves learned.
Procedural evaluation: simulation of a capoeira circle involving the entire class. If possible, invite someone who practices capoeira to contribute specific content.
Formal assessment: personal summaries, as a textual production, addressing the particularities and specificities of capoeira. |
| Class 9 |
Relational conceptual subdimension (relationship between wrestling and dance)
Wrestling: sport, game, dance, ritual; Dance, human movement, and body language (body expression). |
General presentation of the themes: conceptualization and general contextualization of the wrestling and dances.
Suggested approach: study of texts or reports, presentation of material produced by the teacher, etc.
It is suggested that a problematizing perspective be used to instigate reflection on the relationships between wrestling and dance, but without disregarding other themes of the body culture of movement. |
