Dança, giro decolonial e práticas docentes: quando a reta se curva.

Abstract

This work was developed in the research line of “Dance and African Diaspora: poetic, political, educational and epistemic expressions” of the postgraduate program in Dance - UFBA. The objective of this dissertation is to investigate the performance of a Dance teacher in basic education from processes of implication with decolonial (WALSH, 2017) and afro-referenced pedagogies (SIMAS and RUFINO, 2018; RUFINO, 2019; PETIT, 2015; ROSA, 2013; FERREIRA, 2019). The recognition of colonial and racist physical, psychic, symbolic and epistemic violence that found western society structured under the aegis of modernity, with its own ideals of progress and development, and the understanding that educational perspectives, in general, remain strongly oriented by this paradigm, were the driving concerns of this work. This research developed in the Dance curricular component of the Colégio de Aplicação da Universidade Federal de Pernambuco, explored the notion of professorship (ASSIS, 2018; PEREIRA, 2013) and, in this sense, in methodological terms, the (auto)biography (JOSSO, 2004 ; NÓVOA, 2010, BOLIVAR, 2002) was configured as a relevant path for this study. After contextualizing the term Decolonial Turn according to the Modernity/Coloniality group, this theoretical contribution was relativized and criticized (CUSICANQUI, 2010) and the artistic-pedagogical practice in basic education was shared and analyzed so that decoloniality is not restricted to the academic area and its epistemological debates (CURIEL, 2019; CARVALHO, 2018). These experimental practices in the classroom, built in dialogue with the groups of students, were designed to bring up discussions related to diversity, plurality and interculturality and seek solutions based on the problematization of universalizing, hierarchical and Eurocentric precepts in Dance teaching at school.