PEDAGOGIA (S) ODARA: COREOPOLÍTICAS E OUTROS GESTOS DE RESISTÊNCIA DO ARTIVISMO NEGRO POR UMA EDUCAÇÃO AFROPERSPECTIVADA, EM REMANSO/BA E PELOTAS/RS (2021-2024)

Abstract

This Tesis takes place at the crossroads between Dance education and Africanness in pursuit of an Afro-perspective education, assuming the transformative and transgressive character of Exu, both political and poetic, as a third way. The central question is how Black artivism sensitizes and/or impacts the “Scripted School,” transforming the absence of Dance and Africanness into presence. The general objective of the research was to map choreopolitics and gestures of resistance that interconnected Dance and Africanness within the scope of Education for Racial and Ethnical Relationships. From crossroads, confluences, (re)encounters, and trajectories alongside Black artivists in distinct Afro diasporic territories, in the city of Pelotas/RS (A) in the Dance-undergraduate Program at the Federal University of Pelotas, (B) the Afro Dance Company Daniel Amaro (Pelotas/RS), and (C) the Black Dance Collective of Pelotas/RS, and in the city of Remanso/BA (D) in the Theater Group of the State School Professor Irene de Souza Araujo, and (E) the “Blackatitude” Program. From these collectivities, seven actions were identified, four of which were categorized and analyzed as choreopolitics and three as gestures of resistance. The result is the processual elaboration of an Afro-perspective epistemic-methodological approach grounded in Nagô frame, entitled Pa(dê)ciência, whose design intertwines three important foundations of the Nagô-Yorùbá cosmogony: patience (Surú), character (Ìwà), and encounter (Ìpádè). These principles are established as a path for thinking-dancing, enacting, recording, and analyzing the actions undertaken by Black artivism in favor of an Afro-perspective education. The research demonstrates how Black artivism has developed political, pedagogical, and artistic strategies to promote the teaching process of Africanness in dance, while also highlighting that this artivism transcends adult-centrism, cisgender normativity, racism and the coloniality of knowledge enabling the creation of an exuberant school.