How MI theory can enhance the teaching of martial arts
We recently heard from Venceslau Augusto de Oliveira, who is a social worker and teacher of capoeira to at-risk youth in Brazil. Capoeira is a form of Brazilian martial art combined with dance and music. It originated in around the 16th century when West African slaves were brought to Brazil by Portuguese colonialists. Forbidden from practicing martial arts, they were able to continue their cultural practices in the guise of dance. Capoeira thus became a form of dance and self-defense, but also a way of preserving cultural identity.
Drawing upon these traditions, Oliveira sees capoeira as a means of empowerment and transformation. He encourages his students to explore and develop their intelligences using capoeira in the following ways.
Linguistic intelligence: Children practice self-expression using song lyrics and stories, expanding their vocabularies and improving their communication skills.
Spatial intelligence: Capoeira involves learning to be aware of one’s own body space and how physical positions are affected by movement.
Musical intelligence: Children learn instruments and songs, understanding rhythm and developing musical expression.
Bodily-kinesthetic intelligence: Capoeira teaches complex physical movements involving acrobatics, strength, and balance.
Intrapersonal Intelligence: Children are encouraged to explore their own emotions and become self-aware which leads to greater self-knowledge and confidence. As they overcome challenges and improve their ability, they come to recognize their own strengths.
Interpersonal Intelligence: As capoeira is a group activity, children must know how to be part of a team, cooperating with others, valuing diversity, and learning mutual respect.
Existential Intelligence: Teaching children about the history and traditions of capoeira stimulates questions about their own identity and culture. Oliveira encourages children to reflect on their values and role in society, asking themselves the big questions of life.
Naturalist Intelligence: When capoeira is practiced outdoors, children learn to appreciate and be aware of the environment around them.
Logical-mathematical intelligence: Oliveira argues that children also use logical-mathematical intelligence to analyze movements, calculate distances, and work together to coordinate their actions. However, these skills require more spatial, bodily-kinesthetic, and interpersonal intelligence than logical-mathematical.
Through awareness of MI theory, Oliveira demonstrates how one subject: capoeira, can provide opportunities to develop multiple skills.
Oliveira teaches in deprived areas, such as Belo Horizonte, where children face the challenges of social inequality and violence in their communities, with limited access to education. He believes that helping children develop their multiple intelligences through capoeira will lead to empowerment. As he says,
“ children can discover their potential, develop social and emotional skills, strengthen their cultural identity and build a better future for themselves and for society as a whole”
We wish Oliveira the best in his endeavors and applaud his efforts to nurture multiple intelligences in his students through the art of capoiera.
Photos provided by Venceslau Augusto de Oliveira