Juventude, teatro e educação : um olhar a partir da afroperspectiva

• Ano de defesa: 2020
• Autor(a) principal: Pinho, Camila Maria Santos de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis; UFMT CUR - Rondonopólis; Programa de Pós-Graduação em Educação - Rondonópolis
• Palavras-chave em Português: Juventude; Afroperspectiva; Teatro; Educação; Pluriversalidade; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Youth; Afroperspective; Theater; Education; Pluriversality
• Link de acesso: http://ri.ufmt.br/handle/1/3844

The present research discusses the development and formation of young black people and focuses on the unfolding of their identity construction in today's society. The general objective is to understand the autoformative processes of young black people who are engaged with the theater, acting, teaching courses and mediating other training spaces as an education process. The justification for this work stems from the emergence of understanding contributions from the narratives of young black actors and how their work contributes to the discussion of the relationship between education and racial debate. The intertwining between art, youth, identity and education are investigated, as well as the projection of oneself through aesthetic materiality as a set of statements that allows other alternatives to young people in the construction of their subjectivities and, consequently, of their politicization. The theoretical framework of research is based on the Afro-Perspective of Renato Noguera (2010, 2012, 2014 and 2019), which supports the concept of multi-universal education, guiding the search for other epistemologies that contemplate the formation of these young people. In order to understand the gaps that black populations face in their autoformation, a dialogue is held with Aparecida Carneiro (2005) about the concept of epistemicide. Abdias do Nascimento (1961, 2004 and 2017) collaborates to understand this scenario of Brazilian genocide, and thus helps to support the argument of the urgency to bring African and indigenous knowledge to the classroom and to the fields of collective construction. Expoents of African studies such as Marimba Ani (1994) and Wade Nobles (2009) contribute here to discuss the concept of psychological derailment in this scenario of maafa and genocide, to stimulate the debate regarding the concept of development and youth employed in education. It is a qualitative research in which the personal interview was used as a data collection instrument, having been interviewed two young black men, actors and students from the Municipal Theater School in the city of Primavera do Leste – MT. Finally, it was verified that, in the school environment, the absence of positive black references, of successful figures and of African affirmation, build a scenario both at school and in collective spaces, that affect the constitution of youth as subjects. As a result, mobilize a silence that propagates subjective, physical and psychological violence. And from the interviews, it is concluded that these young people find in other spaces, such as in the theater, a possibility that enhances a subjectivity that breaks with the cycle of self-hatred and without self- recognition. Although the theater is still a space that is within this cycle of epistemicity, the prerogative of being able to build another relationship with the body, the dialogue with the different and being able to affirm oneself as a black men and have a positive perspective in relation to oneself, is an advance in opposition to other places – i.e. the school - that ignores racism as a violence and , in turn, silences these bodies and contributes to raise their school dropout rate.