The construction of an emancipatory practice for teaching karate was the biggest reason for conducting this study. For this, we adopt the categories of "teacher knowledge" to interpret and analyze the pedagogical practice of the masters. We aimed to find indicators that allow the pedagogical and didactic transformation of karate. Research- Action was the investigative method used. We observe that the material and symbolic resources that masters mobilize to teach are crucial factors that limit the transformations of the values that have guided their pedagogical practice. For those masters can adopt a posture committed to building knowledge under historical-critical pedagogical perspective is necessary to provide such subsidies.
Teachers knowledge; Teaching practice; Karate