Diálogos na roda: dança, história e cultura afro-brasileira no ensino fundamental

Abstract

With this final paper I present the development processes and techno-technological products, being a pedagogical material reporting a critical memory of my experience at School and two articles outcomes of the research called Circle Dialogs: Dance, History and Afro-Brazilian culture in Elementary School, designed at Residents’ Association 9 State School, located in the rural area of Petrolina, Pernambuco, northeastern Brazil, where I work as an artist-teacher for primary education. This research has as its main aim the gap, still present in 2021, referring to knowledge moderators artistic-pedagogical processes for affirming access to Afro-Brazilian History and Culture in elementary school. Its main goal was to propose and experience, through dancing, school practices that may collaborate and/or activate knowledge on the referred theme, endorsed by Law 10.639/2003. As a theoretical framework, the image/ metaphor of the Circle is highlighted, from its Circularity noted by Azoilda Trindade (2013), as an environment in which knowledge is woven into exchanges, relationships and differences, also the Circle from the Afro perspectival approach depicted by Renato Noguera (2015; 2017), which understands it as a flow-triggering action, paths to the africanization and indigenization of educational and curricular practices. The concepts of Spatial Level and Kinesphere, proposed by Laban (1978) anchored in Lenira Rengel’s (2015) studies, which contributed to dance experiences becoming ways of respecting singularities and many ways of dancing. The concept of pedagogical practice, by João Francisco Souza (2009), and the cultivation of a sense of belonging noted by Raul Lody (2011) and Jorge Sabino (2011) were also a foundation for this research. In the methodological approach, the circle was also the floor, an essential resource that established a combination of perspectives, strategies, systems and ways of thinking and living from African roots in a collective relationship between the many different actors in the school community (teachers, students, principals and coordinators). By emphasizing the importance of Afro-Brazilian History and Culture in pedagogical practices, this research and its outcomes were also contributions to the positive actions, ways of promoting an antiracist, diverse and democratic education, that values ethnic-racial equity in the school community and Brazilian society.