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<p>This article is a narrative review that aims to discuss, in depth, the conflicts between the subjects of dance and capoeira and the religion of evangelical students in Physical Education classes, with special emphasis on the constitutional right to religious freedom in the school context. It was observed, through different reports and analyses found in the literature, that evangelical students often resist participating in dance and capoeira classes for reasons directly linked to their beliefs and religious convictions. Dance, for these students, raises concerns related to body exposure, gestures, and interpretations that they perceive as incompatible with their faith. Capoeira, in turn, generates discomfort due to its historical origins, symbolic rituals, and connection with African-rooted religions. We infer that it is necessary for teachers to understand the rights of students and to adopt pedagogical strategies in which teaching emphasizes cultural and historical knowledge of the practices, rather than religious or ritual aspects.</p>

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Religious Freedom in Physical Education Classes in Brazil: Relationships Between Bodily Practices, Fundamental Rights and Evangelical Students

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月20日

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  • Raphaela da Silva Sousa,
  • Poliane Dutra Alvares,
  • Augusto Ribeiro de Oliveira,
  • Sarah Cristina do Rêgo Santos,
  • Raimundo Nonato Assunção Viana,
  • Sérgio Augusto Rosa de Souza,
  • Christian Emmanuel Torres Cabido

摘要

This article is a narrative review that aims to discuss, in depth, the conflicts between the subjects of dance and capoeira and the religion of evangelical students in Physical Education classes, with special emphasis on the constitutional right to religious freedom in the school context. It was observed, through different reports and analyses found in the literature, that evangelical students often resist participating in dance and capoeira classes for reasons directly linked to their beliefs and religious convictions. Dance, for these students, raises concerns related to body exposure, gestures, and interpretations that they perceive as incompatible with their faith. Capoeira, in turn, generates discomfort due to its historical origins, symbolic rituals, and connection with African-rooted religions. We infer that it is necessary for teachers to understand the rights of students and to adopt pedagogical strategies in which teaching emphasizes cultural and historical knowledge of the practices, rather than religious or ritual aspects.