Tambor de crioula e a escola: pensamentos e possibilidades

Abstract

This article is the elaboration of a thought that unites the Creole drum dance and its possibilities of application in schools, which may be public or private primary and secondary schools. The drum as a dance tool that opens up space for creating not only a dancing body, but also critical thinking about the application of Law No. 10,639/03, which establishes the mandatory teaching of Afro-Brazilian and African history and culture in schools public and private primary and secondary education. We seek to establish a relationship between the Creole drum dance and the affirmation of the permanence of black children in the school environment, as a way of understanding school as an environment for recognizing their identities, based on dialogues with authors such as Silvio Almeida (2019) ; Zayda Cristina Costa (2023); Regina Machado (2010); Nayra Monteles (2020). As a result of this research, we will not find lesson plans prepared with their specificities and objectives, but rather a space for reflection on possible scores to think about the insertion of this dance in the school environment