The content Fights/Martial Arts (L/AM) is present in the Common National Curriculum
(BNCC), as one of the thematic units since the 3rd year of elementary school, however,
teachers use this theme briefly and only theoretically, without exploring the practical
possibilities that this content can provide for the development process and integral
learning of students. This study aims to investigate if Jiu Jitsu has been used as a
content in physical education classes for the final years of elementary school, in
schools in the lower Amazon. The sample was composed of 80 students from 6th to
9th grade, ages 11 to 15, and four Physical Education teachers. The results were
obtained through the application of two questionnaires, one for students and one for
teachers, composed of seven open-ended questions each. The results pointed out that
75% of the teachers would not work with Jiu Jitsu in PE classes because they have no
experience or affinity with this sport, and 25% said they would work with videos and
the help of a qualified instructor. As for the students, 55% answered that they had
never had a BS/AM class in PE. Jiu Jitsu (49%) and Karate (31%) were the most cited
among the appropriate FL/AM for the work in PE. Of the students who have already
had the content in PE (45%), 23% worked with capoeira and 13.5% with Jiu Jitsu
through games and play. Most students think that working with the content L/AM in PE
may (47.5%) generate violence, and 55% answered that they would not like Jiu Jitsu
to be taught in the classes because it is boring or aggressive. Of the 45% who said
they would like to, they justified that Jiu Jitsu can contribute to the development of
selfesteem, self-confidence, self-control, discipline, respect, and behavior
improvement. We conclude that the theme of REM is addressed in PE classes, but
only briefly, through videos, recreational practices, and not in practice based on its
fundamentals and principles. The Jiu Jitsu content is not used in a specific way
because the teachers do not feel qualified for such teaching.
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