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Previous issue date: 2016-05-30 === This paper focus on educational processes developed through the relation among youth, non-formal education and capoeira, one of the most important cultural expressions of African roots in Brazil. The main objective is to understand the socio-educational and cultural implications of the experiences of the young people attending the ?Associa??o de Capoeira Arte e Recrea??o Berimbau de Ouro ? ACARBO?, from Santo Amaro da Purifica??o, Bahia. We seek the significance and meanings of these experiences in the perception of those involved, in a territory marked by socioeconomic vulnerability and by a historical and affective memory permeated by different forms of belonging, identities and sociabilities. The research situated on popular culture and African worldview is ethnographic, which includes participant observation and open interviews with three young men and a Master of Capoeira. In the theoretical and methodological level, for the investigated scenario, we establish a dialogue with, among others, the following authors: ABIB (2005), BARROS (2009), DAYRELL (1996; 2007); MACEDO (2004), PETIT, (2015), SILVA E PETIT (2011; 2013), GOHN (2006; 2010); PAIS (1996; 2003); PARK (2005). As of a result of this research, I found that the experiences of young people within the association, in intergenerational living associated with popular culture and African worldview, transpose both the limits of formal education, which is not always welcomed in daily life and curriculum knowledge originating in African -Brazilian culture, as the very mass culture conveyed in the hegemonic media means. The practice of capoeira combined with other educational dynamics, like the group conversations, workshops, training classes, theater, etc. in that association , for its educational influence, contributes to the participant?s civic education, revealing social and cultural emancipation possibilities. In addition, the educational practices mediated by body art can represent an appropriation of the ethnic group culture, bringing new meanings and resistance devices and coping with situations of social exclusion. === O presente trabalho trata dos processos educativos desenvolvidos a partir da rela??o entre juventude, educa??o n?o formal e capoeira, uma das mais importantes express?es culturais de ra?zes africanas no Brasil. Tem como objetivo compreender as implica??es socioeducativas e culturais das experi?ncias vivenciadas pelos jovens acolhidos pela Associa??o de Capoeira Arte e Recrea??o Berimbau de Ouro ? ACARBO, da cidade de Santo Amaro da Purifica??o, no Estado da Bahia. Perseguimos os significados e sentidos destas viv?ncias na percep??o dos sujeitos envolvidos, e num territ?rio demarcado pela vulnerabilidade socioecon?mica e ao mesmo tempo por uma mem?ria hist?rica e afetiva perpassada por distintas formas de pertencimento, identidades e sociabilidades. A pesquisa imbricada na cultura popular e na cosmovis?o africana ? de car?ter etnogr?fico, e contempla a observa??o participante e as entrevistas abertas realizadas com tr?s jovens e um Mestre de Capoeira. No plano te?rico-metodol?gico, para o cen?rio investigado, estabele?o um di?logo, entre outros, com os seguintes autores: ABIB (2005), BARROS (2009), DAYRELL (1996; 2007); MACEDO (2004), PETIT, (2015), SILVA E PETIT (2011; 2013), GOHN (2006; 2010); PAIS (1996; 2003); PARK (2005). Concluo que as experi?ncias dos/das jovens no interior da associa??o, no conv?vio intergeracional associadas ? cultura popular e ? cosmovis?o africana, transp?em tanto os limites da educa??o formal, que nem sempre acolhe no cotidiano e curr?culo escolar o saber origin?rio da cultura afro-brasileira, quanto da pr?pria cultura de massa veiculada nos meios midi?ticos hegem?nicos. A pr?tica da capoeira aliada a outras din?micas pedag?gicas, a exemplo das rodas de conversa, oficinas, aulas de treino, teatro, etc. na referida associa??o, por seu car?ter educativo, contribui para a forma??o cidad? dos participantes, revelando possibilidades de emancipa??o social e cultural. Al?m disso, as pr?ticas educativas mediadas pela arte corporal podem representar uma apropria??o da cultura de pertencimento ?tnico, trazendo novos significados e dispositivos de resist?ncia e enfrentamento ?s situa??es de exclus?o social.
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