O ensino de dança no Programa Residência Pedagógica da UFPB : a formação de identidades negras na escola.

Abstract

This work aimed to understand how the teaching-learning processes of dances of African and Afro-Brazilian origins, specifically the Maracatu Dance of turned thud (practiced during the PRP, UFPB)contribute to the perception of black identities in the school context. The methodological approach is qualitative, with characteristics of an intrinsic case study that, in turn, the case itself is the central element of the investigation. Having as source of information, for example, participant observation, the resident’s notebook, activity report, follow-up sheets, bibliographic review of authors/as/eis as Stuart Hall (2020), Tomaz Tadeu da Silva (2014; 2017), Nilma Lino Gomes (2017), Sueli Carneiro (2011) among others/as/es, which are directed to debates on the themes of identity, race, education and black dances, with particular focus on the dance of Maracatu, with teachers Laís Fialho (2017) and Laís Garcez (2022). In addition, the study involves an analysis of documents related to education, including the National Common Curricular Base (BNCC), the Curriculum Proposal of the State of Paraíba, the Guidelines for the beginning of the school year 2023, as well as other resolutions and circulars issued by the Municipal Department of Education and Culture of João Pessoa-PB (SEDEC/ JP). The data referring to the class of the 9th grade B were generated through the activities carried out during the classes, besides the participant observation of the researcher. The analysis of the data adopted was the direct interpretation, since it took as an example of case the 9th grade class. The possible results point to a perception of the understanding of the identities of/as/es students during the process of conducting classes, even with mishaps that hindered the application of some classes. That said, the research collaborated in the discussion of identities and their crossings in Education and Dance. Furthermore, it investigated black identities as a way to bring such subjectivities to the center of discussions, valuing and helping to be perceived by/as/es students and the school community as potentials and locus of knowledge. Therefore, this work is shown as a possibility to establish in schools of Basic Education a teaching of Dance Antiracist, aiming at a more inclusive artistic-pedagogical proposal.