Banca de QUALIFICAÇÃO: ROSANE DOS SANTOS DANTAS

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ROSANE DOS SANTOS DANTAS
DATE: 26/07/2022
TIME: 15:00
LOCAL: DEART - sala 28
TITLE:

THE SCHOOL IS ALSO OF SAMBA The teaching of art as na experience and construction of a decolonial learning process, based on samba

KEY WORDS:

Teaching practice. Arts teaching. Dance. Samba. School. Decolonial.

PAGES: 62
BIG AREA: Linguística, Letras e Artes
AREA: Artes
SUMMARY:

This article records and discusses a teaching experience, in the performance of arts education, with students of the 9th year of Elementary School II, at the Professor Waldson José Bastos Pinheiro Municipal School, in the Vale Dourado community, in the Nossa Senhora da Presentation neighborhood, a public school in Natal (RN). The reception of this action was to approach samba as a learning object. The pedagogical experience took place to meet the need to introduce the theme: teaching popular arts, especially African and Afro-Brazilian dances, as a perspective of an Afro-diasporic teaching, in that school. The triggering moment of the idea was the realization of the complete lack of knowledge about samba, this intangible heritage of Brazil, in the classes he taught. Thus, the present research seeks to systematize this experience, considering an approximation of what was lived in the classroom as pedagogies of a decolonial teaching practice, in a descriptive qualitative methodology, which guided the discussions about samba, its context and its socio-poetic condition. , in order to guarantee the integrity of the phenomenon as it occurred in the school. Consequently, we chose to highlight the experiments and experiences of students, which resulted in the formation of a mini “samba school” in the classroom, as a didactic development of the content. The theoretical basis with which we work transits in Freirean pedagogy (FREIRE, 1998); as well as in the perspective of resuming the “triangular approach” (BARBOSA, 2010) as an epistemological basis. For reflections on the teaching of dance practice, VIEIRA (2007) and MARQUES (2003) are used. In the historical-social contextualization of the theme in an anthropological and sociological perspective of the Brazilian body, the African rhythm and diversity, the materiality of this rhythm and its relationships, we seek to base ourselves on SODRÉ (1998). The Brazilian institutional mechanisms that establish the obligation of African and AfroBrazilian History and Culture in schools, through the approach of Law 10.639 (BRASIL, 2003). NETO (2017) was used to deepen, in the history of samba, the sociopolitical and musical relationships that the theme has with other references in the history of Samba (LOPES;SIMAS, 2020). To approach the racial sociopolitical context, we base ourselves on HOOKS (2017). This theoretical basis led us to the need to understand the African diaspora and the project of (de)colonization and racialization that the disaporic people undertake in America, through the work of FANON (2008).

COMMITTEE MEMBERS:
Presidente - 1958705 - MARCILIO DE SOUZA VIEIRA
Interna - ***.918.794-** - MARINEIDE FURTADO CAMPOS - UFRN
Externa à Instituição - ANALWIK TATIELLE PEREIRA DE LIMA - IFRN