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Sara Delamont 《Sport, Education and Society》2013,18(3):305-320
Capoeira, the Brazilian dance and martial art, is now taught in many countries outside Brazil. Reflections on a year's fieldwork on capoeira teaching in the UK are used to make educational ethnography anthropologically strange. Issues of locality, noise, uncertainty and bodily contact are explored in a reflexive way. 相似文献
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大灵·徳内·罗德里格 《体育科研》2016,(4):49-54
“Engolo”是非洲武技的经典代表,它以“武、巫、舞”为核心理论。“Engolo”基于非洲“Kunene”族对“Kalunga”的理解。据非洲班图宇宙进化论的观点,“Kalunga”引用了一个倒置的灵界,在那里祖先是倒立地行走,并可以传“Engolo”的精神给下一代。拥有了“Engolo”精神之后,“Kunene”战士可运用超自然的力量来保护他的部族。自从奴隶时代开始,“Engolo”便通过黑奴传播到美洲并落地生根、因地而变。其在巴西被称为“Jogo de Capoeira（卡波耶拉游戏）”,今被誉为"巴西战舞"。但在非洲仍存在着卡波耶拉的鼻祖“Engolo”。“Engolo”是非洲特有的非物质文化遗产,至今并未得到深层次的挖掘与整理。文章论述人类学视野下非洲“人文化成”的武技文化,从非洲的安哥拉到南美洲的巴西,试图探索“Engolo”的变迁。 相似文献
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This paper aims to analyse the actions promoted by the Brazilian federal government for the promotion of Capoeira, which is a mix of dance, fight and play, practised with musical instruments. It is commonly called an Afro-Brazilian martial art. So, in this paper, we analyse the effectiveness of the proposed Safeguarding Plan to Capoeira, assuming the suggested orientations from the National Historic and Artistic Heritage Institute concerning its elaboration and execution. The elaboration of safeguarding plans aims to define and organise a group of actions willing to enhance social/environmental production, as well as reproduction and transmission conditions of the registered cultural immaterial heritage. It is important to mention that Capoeira is also much related to representations about Brazil. 相似文献
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M. Jordan E. J. Wright A. Purser A. Grundy E. Joyes N. Wright 《Sport, Education and Society》2019,24(7):756-769
Capoeira could be defined as a Brazilian martial art and game to be played. This research explored how capoeira play might be considered to facilitate connectedness amongst newly-recruited persons, plus any other ramifications of capoeira involvement. A beginners’ course of capoeira was provided to participants, free of charge, in an English city in the West Midlands—new capoeiristas in a new venue for capoeira. Researchers attended classes to collect/construct overt non-participant observation data. In addition, semi-structured interviews were undertaken with the new capoeiristas post-course. This article explores researchers’ observation fieldnotes and interviewees’ narratives. These qualitative data-driven debates include the concepts: self, identity, escapism, multiparty endeavour, community, temporality, enjoyment, and transcending boundaries. Capoeira is theorised in a fresh manner that highlights social benefits of capoeira—for example as an enjoyable and supportive group endeavour which includes elements of social play and community-building—plus benefits for self that can transcend the boundaries of the class. Findings highlight how capoeira can be considered an inherently multiparty endeavour whereby social actors form, and experience, a community in order to embrace capoeira play. Data suggest capoeira can facilitate group playfulness, joviality, and laughter. Further, capoeiristas can enact and experience—some mode of—escapism via capoeira, whereby new place and pursuit can facilitate hedonistic diversion from the mundane. Capoeira appears to provide adventure and liberation into a relatively unburdened part of, or place in, social life. Corporeal and discursive boundary-empowerment can also be experienced by capoeiristas, fostering positive identity work in the wider world. Capoeira can be argued to facilitate mutuality (e.g. community experience and group work) and egoism (e.g. an individual's identity work) concurrently. This research suggests that modified capoeira for beginners can be beneficial for both the new capoeiristas themselves and for positive community action during and beyond class. 相似文献
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Capoeira, the Brazilian dance and martial art is now globalised and taught widely outside Brazil. Instruction is provided by Brazilians who are living in self-imposed exile from their homeland. The authentic capoeira that such teachers provide is a major attraction for non-Brazilian students. However, there is little research available on the motivations and strategies of overseas capoeira instructors. Building on a long term ethnographic study, this paper showcases the goals and strategies of one successful Brazilian teacher, from the Beribazu Group of Capoeira, working in the UK. This teacher reflects upon his four interlocking aims for his students and the strategies for achieving them. They should develop social cohesion, appreciate Brazilian culture, play good capoeira and learn to move their bodies acrobatically, flexibly and beautifully. Two sociologists embed the teacher's perspective on his work in an analytic framework derived from Bourdieu. 相似文献
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