Abordagens de ensino-aprendizagem em dança interculturalmente orientadas: educação das relações étnico-raciais em processos educativos no curso técnico em dança do Centro Interescolar de Cultura, Arte, Linguagens e Tecnologia - CICALT

• Ano de defesa: 2022
• Autor(a) principal: André Luiz de Sousa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; EBA - ESCOLA DE BELAS ARTES; Programa de Pós-Graduação em Artes; UFMG
• Palavras-chave em Português: Dança; Ensino-aprendizagem; Interculturalidade; Emancipação social; Educação das relações étnico-raciais; Dança - Estudo e ensino; Relações étnicas - Estudo e ensino; Relações raciais; Educação intercultural
• Link de acesso: http://hdl.handle.net/1843/47121; https://orcid.org/0000-0002-3798-5793

The research that resulted in this dissertation had the general goal of mapping and identifying dance educational processes guided by the Education of Ethnic-Racial Relations in the public and technical (municipal and/or state) educational system, in the city of Belo Horizonte, Brazil. Therefore, theoretical discussions were raised from the concepts of Black Educator Movement (GOMES, 2017), Multiculturalism/Interculturality (SANTOS and NUNES, 2003; GONÇALVES and SILVA, 2006; CANDAU, 2008; WALSH, 2009, 2013), Curriculum (SACRISTAN, 2013; SILVA, 2020; DUARTE, et. Al, 2020; PARAÍSO, 2010). Using qualitative-quantitative methodology (SAMPIERI, et. Al, 2006), reference research and exploratory research (GIL, 2008) were combined, electing the Centro Interescolar de Cultura, Arte, Linguagens e Tecnologias (CICALT) and its Course Dance Technician as a research field. Indeed, at the investigated school, an educational proposal was created with and from black subjects, in which corporeity and black dances are used primarily in the teaching-learning processes, favoring the development of affirmative actions. The horizontalization of the teacher-student relationship, criticism of Eurocentrism, racialization of educational processes and immersion in artistic and traditional experiences were identified as principles that guided pedagogical practices to implement the educational proposal in dance. In this way, it was possible to characterize emancipatory dimensions in students exposed to such experiences, which narrate aspects of greater critical discernment about racial belonging and anti-racist agency in their respective professional performances and daily life.