Educação, corpos negros e cultura do rap: rasuras literárias e reescrituras de identidades em uma escola pública de ensino médio de Salvador-ba

Abstract

This thesis aimed to analyze the possibilities of rap music for the resizing of the teaching of literature and identity constructions and its contributions so that the black bodies of students from a public school in Salvador-BA awaken a critical look at themselves and the place they occupy in society. It is part of the field of a qualitative research, methodologically anchored in the case study, with student who are rappers, based on testimonies and semi-structured interviews. The text deviates from the traditional model and is presented in multipaper format. We chose rap because it is a poetic genre common to the culture of many young high school students and that brings them closer to the texts of the literary tradition, at the same time that it reinforces the teaching of literature and re-signifies historical constructions about black people, crystallized in Brazilian society through some national literary canons present in the students' pedagogical material. Even though this art is in the documents that manage Brazilian basic education, it did not enter the classroom formally, although its presence among the students is remarkable, which demonstrates the relevance of the research. Recognized as resistance art, in which its artists constitute themselves as authors of their own stories, and not just as mere extras, rap creates damage which expose social wounds of a portion of the population that carries in their body, the color of prejudice, reality of many students from where this research was carried out, a school in a neighborhood on the outskirts of Salvador. As a result, we highlight reflections made from the students' narratives, as well as their literary productions, on how this art reinforces the corporeal/identity constructions of young black people from the outskirts and gives the curriculum other dimensions and potential. From the conclusions, an educational praxis based on respect for the culture of black students, residents of peripheral spaces, committed to human emancipation, stood out; the valorization of the students' productions and the consideration of them as historical and social subjects. Beyond, the possibility of dealing with literary genres in different and situated ways, in the intertwining of local culture and global reality.