The present work has analysed the Physical Educations' teachers' narratives about the teaching of Capoeira as part of Physical Education content, identifying the pedagogical practices of the teachers. Characterizing as a narrative research, in which we have used as a methodological instrument the "interview by schedule". Four teachers with Physicsal Education graduation, who worked in the municipal schools network of Miracema do Tocantins in 2019, have been interviewed. The interview had 5 guiding questions and the teachers have narrated their experiences from these questions, being comfortable to even talk about other issues that they remembered, such as the begining of their majors and their careers as Physical Efducation teachers. This way, the study has identified three kinds of narratives about the inicial majoring, two pedagogical practices adopted by teachers in inicial majoring, three interviewees' concepts about Capoeira. The pedagogical practice that the teachers have adopted was the students' previous knowledge. The four teachers have stated that they have worked with capoeira throughout their careers, and two of them have claimed that they do not have any difficulty teaching capoeira in their Physical Education classes, whereas, the other two teachers have claimed having difficulties related to the students' and their parents' prejudice. From the recorded narratives, we affirm that Capoeira, an Afro-Brazilian cultural practice as Physical Education content, is necessary beyond to the experience and appropriation of this body practice by the students,thus, being also a way of historical and cultural recognition of the Brazilian people.
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