RODA OF CAPOEIRA ANGOLA IN MEXICO
space of curricular enunciation
DOI:
https://doi.org/10.15687/rec.v18i3.77338Keywords:
Capoeira Angola en México, Currículo de Alba (2012), enunciación de Bhabha (2013)Abstract
The article emerges from the personal intersection of two decades as a capoeirista and ten years of curricular research. It proposes an analysis of Capoeira Angola in Mexico as an alternative and political curricular project. Drawing on the frameworks of autotext (McKenzie Wark, 2025) and enunciation (Bhabha, 2013), the study aims to deepen understanding of this Brazilian cultural manifestation within a Mexican context. Through dialogue with three leaders and two students of Capoeira Angola in Mexico, the document questions whether this cultural practice can be considered a curricular project and how it influences the formation of subjects. The final notes confirm that Capoeira Angola effectively functions as a Curricular Project (Alicia de Alba, 1994) by housing cultural practices, values, and knowledge. What resonates in the Mexican context is its communal and emancipatory essence. The analyzed projects, while respecting the ancestry of Capoeira Angola, demonstrate a clear awareness of the territory's own ancestry, allowing them to construct political-educational projects that have impacted multiple generations, thus highlighting its potential for pedagogical decolonization by challenging hegemonic curricular structures.
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