Pelo som e pela cor: o movimento Hip Hop como forma de ampliação do debate étnico-racial nos ambientes educacionais

• Ano de defesa: 2023
• Autor(a) principal: Santana, Janaina de Jesus Lopes
• Orientador(a): Silva, Regina Coeli Machado e
• Banca de defesa: Souza, Angela Maria de , Souza, Silvana Aparecida , Oliveira, Marcos de Jesus
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Foz do Iguaçu
• Programa de Pós-Graduação: Programa de Pós-Graduação em Sociedade, Cultura e Fronteiras
• Departamento: Centro de Educação Letras e Saúde
• País: Brasil
• Palavras-chave em Português: Educação; Relações étnico-raciais; Movimento hip hop
• Palavras-chave em Inglês: Education; Ethnic-racial relations; Hip hop movement
• Palavras-chave em Espanhol: Educación; Relaciones étnico-raciales; Movimiento hip-hop
• Área do conhecimento CNPq: EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://tede.unioeste.br/handle/tede/6918

This dissertation addresses the implementation of Law 10.639/03, which establishes the mandatory inclusion and teaching of African and Afro-Brazilian History and Culture in the guidelines and bases of national education. The objective is to problematize the use of rap,and other practices of the Hip Hop Movement in the classroom as a stimulating tool for ethnic-racial debate from a didactic perspective. For this purpose, the research were carried out at Colégio Estadual Ifé (State School) in Foz do Iguaçu, Paraná, with educators participating in the Equipes Multidisciplinares (Multidisciplinary Teams) of the public education system. Conversational circles and rap rhymes were used to collect data on the historical process of slavery and different forms of racism in the recent social context. The exchange of knowledge and experiences allowed us to verify that the implementation of Law 10.639/03 took place at the school; rap opened up a range of possibilities by bringing "street knowledge and practices" into participatory teacher training. It also allowed us to analyze the importance of achieving laws and affirmative actions that contribute to strengthening the identity creation of young black individuals within the educational environment. The dissertation is structured in three chapters: Chapter 1, Historical context of the Brazilian racialization process; Chapter 2, Historical context of the struggle of the black movement to achieve Law 10,639/03 and its developments such as interdisciplinarity, transversality, and circularity. Chapter 3 will present the experience at Colégio Estadual Ifé.