PEDAGOGIA GRIÔ E CULTURA DAS INFÂNCIAS NO ENSINO DE TEATRO: SABERES ANCESTRAIS E PRÁTICAS DECOLONIAIS NA EDUCAÇÃO.

Abstract

This Final Course Work, in article format, investigates the interconnections between Griô Pedagogy and Childhood Culture as methodological practices in the teaching of Theater, in basic education. The research, with a qualitative approach, was developed with elementary school I classes, in the Arts/Theater Subproject of the Pedagogical Residency Program, UFBA/CAPES. The objective was to understand how pedagogical practices based on orality, ancestry and playfulness can contribute to a sensitive, anti-racist and decolonial education. The following methodological procedures were used: conversation circles, storytelling, theater games and collective scenic creations. The theoretical framework includes Lílian Pacheco (2006), Luiz Rufino (2018), Ailton Krenak (2019), Nayara Macedo Barbosa de Brito (2021), Lydia Hortélio (2021), Marina Marcondes Machado (2010), José Carlos Ferreira Rêgo (2024), Tássio Ferreira (2019), among others. The results indicate that the teaching of Theater, when articulated with the pedagogies of listening and childhood, strengthens bonds and promotes significant transformations in the school environment.