Demarcando a sala de aula: práticas educativas e de criação a partir dos fazeres artísticos do povo indígena Tabajara da Paraíba

• Ano de defesa: 2023
• Autor(a) principal: Resende, Cristina da Conceição
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Artes Cênicas; Mestrado Profissional em Artes em Rede Nacional (PROFARTES); UFPB
• Palavras-chave em Português: Artes - Indígenas Tabajara; Dança - Arte indígena; Decolonial - Cultural indígena; Cultura indígena - Perspectiva antirracista; Tabajara Indians; Dance; Anti-racist; CNPQ::LINGUISTICA, LETRAS E ARTES::ARTES::TEATRO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/31119

The present research called “DEMARCING THE CLASSROOM: educational and creative practices based on the artistic practices of the Tabajara indigenous people of Paraíba” aims to develop a teaching-learning work on indigenous art from an anti-racist and decolonial perspective, based on the Toré Dance and the graphics of the Tabajara indigenous people of Paraíba. This work aims to stimulate the development of art creations inspired by the artistic endeavors of the Tabajara people and was developed with students from the Municipal Elementary School and EJA Professora Noêmia Alves de Souza, located in the Municipality of Conde, Paraíba. Therefore, the aim is to present in a decolonial way the local culture expressed by the Tabajaras who, despite having been silenced and erased from history for more than a century, have resisted the marks of colonization, reviving since 2005 their cultural expressions such as form of political and cultural resistance. This is a participatory research with a qualitative approach in which filming, photographs, writings, conversation circles and artistic productions of the students who participated were used for data analysis, contributing directly to the realization of this work, which in addition to the intrinsic results , culminated in a dance presentation based on the Toré Dance movements and a visual arts exhibition based on graphic creations inspired by Tabajara body paintings. The results that conclude this research make it possible to understand that despite all the structural difficulties faced to develop this project, there is an urgent need for a teaching-learning process that discusses indigenous cultures, treating the issue from a decolonial and anti-racism in classes in the Art component and also in other components, in order to contribute to effective teaching that provides students with an understanding and access to narratives in an undistorted way about cultural diversity and the ways of life that exist in our country.