(An)danças negras como percurso pedagógico nos processos criativos de arte-educar

Abstract

This research investigates principles of creative processes in art education that emerge in artistic-pedagogical practices with black dances at school, in their relationships between body-memory (Fonseca, 2021), body-territory (Miranda, 2020) and body-screen (Martins, 2022), along with the somatic-performative methodology (Fernandes, 2014). Carried out in a class of students in the 9th year of Elementary School at Escola Municipal Celestino Pimentel (Natal-RN), the research continued in the midst of a countercolonial process (Santos, 2023), leading to black dances as the main driver of a pedagogy centered on the body and in the immersion of their confluences, which reveal themselves as possible principles of creative processes in art education, and unfold in a reflection on the school as a place of expansion, inventiveness and counter-hegemonic possibilities, rediscussing mainly the anti-racist role of art education.