A escola também é de samba: o ensino de arte como experiência e construção de um processo de aprendizagem decolonial

Abstract

This article discusses a teaching experience, in the performance of teaching Art, with students of the 9th year of Elementary School II, at the Municipal School Professor Waldson José Bastos Pinheiro, in the community of Vale Dourado, in the neighborhood of Nossa Senhora da Presentation, a school of the public network of Natal (RN). It analyzes Samba as an object of study from the perspective of decolonial learning, by identifying how African dances influenced Brazilian culture and in particular the theme in question. It problematizes the political and social ills inherited from colonialist exploration in Brazil and points to the legitimization of cultural manifestations of African origin as actions of resistance and construction of knowledge and learning.The theoretical basis is based on Freirean pedagogy (FREIRE, 1998) and the "triangular approach" (BARBOSA, 2010) as an epistemological basis. Vieira (2007) and Marques (2003) will be used for reflections on dance teaching. The anthropological and sociological perspective of the Brazilian body, the African rhythm and its diversity, the materiality of this rhythm and its relations is based on Sodré (1998). The Brazilian institutional mechanisms that establish the compulsory nature of African and Afro-Brazilian History and Culture in schools, through the approach of Law 10.639 (BRASIL, 2003). Lira Neto (2017) was used to deepen, in the history of Samba, the sociopolitical and musical relations that the theme traces with other references in the history of Samba (LOPES; SIMAS, 2020). To discuss the racial sociopolitical context, we based ourselves on Hooks (2017). This theoretical basis led us to understand the African diaspora and the project of (de)colonization and racialization that the diasporic people undertake in America, according to Fanon's work (2008). This is a qualitative research, based on action research by adopting an intervention in the school space and systematization of the experience, which brings the experiential field closer to a decolonial teaching praxis.