Educação física cultural e africanidades
Entre decolonialidades, Exu e encruzilhadas
Bibliographic Data
| ID | 5802575 |
|---|---|
| Authors | Ruibran Dos Reis (0000-0002-6699-6563, corresponding author), Ronaldo Reis (corresponding author), Ronaldo dos Reis |
| Year | 2021 |
| Publication date | 2021-04-16 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | THESIS |
| Publisher | Universidade de Sao Paulo, Agencia USP de Gestao da Informacao Academica (AGUIA) (PUBLISHER) |
| DOI | 10.11606/d.48.2021.tde-29062021-160358 |
| OpenAlex | W3173513263 |
| Language | PT |
| Citations received | 3 |
| References cited | 3 |
This research aims to comprehend how students signify body practices of Afro-Brazilian matrix during physical education classes that are culturally oriented to a counter hegemonic curriculum, an alternative that asserts differences and commits to a formation of empathetic and supportive people.The field work consisted of two classes of Elementary students in a public school in São Paulo, Brazil.The theme of the classes was Afro-Brazilian dances.The experiences were documented on records, field journals, photographs, audio and videos.This empirical material was submitted to cultural analysis and it confirmed previous studies on cultural curriculum effect in constructing meanings of body practices.In the beginning of the research students would deny accepting the proposal due to the non-recognition of some Afro-Brazilian dances, as well as the ignorance of the reasons why they were never studied before, in earlier years of physical education classes.However, in a second moment, the indignation caused by the new amplified knowledge and the reflection of social markers (class, gender and race) made the students engage in dancing with true appropriation of the metaphorical language of body practice.The signification process was put into practice throughout the theme studies, marking crossroads emerge, mobilized in the intersection of the assumptions of the cultural curriculum of Physical Education, decolonial studies and frontier thinking, materialized in the rejection of a one-way vision of reading reality, once, after accessing different types of dances and questioning their social occurrence, they produced other possibilities conveying student knowledge, epistemic disobedience, refusal of academic canon, once before systematized by Eurocentered universal subjects.This was all announced by a pluriversal perspective and the production of knowledge verified in dancing performance and in students conversation.Finally, from the Pedagogy of the Crossroads, with its crosses, "rolés" and epistemological "ebós", the potentiation of an "exu-istic" epistemology, mobilized from the africanities, perceived in the reframing of gestures, from the dialogues established in experiences organized by the representatives of the dance performances, which was evident in the cracks occupied by the students' knowledge
Aesthetics · Appropriation · Art · Curriculum · Epistemology · Ignorance · Pedagogy · Sociology · Theme (computing · Philosophy · Physical Education and Pedagogy · Physical Education and Sports Studies · Psychology · Race, Identity, and Education in Brazil
| Unique citing works | 3 |
|---|---|
| Citations per year | 1 |
| Citation span | 2023 - 2024 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |