A dança-educação como possibilidade transformadora na construção de identidades raciais no contexto escolar

Abstract

This research is relevant because it problematizes the work carried out in 2018, in a school in the Municipal Educational System of Juiz de Fora (MG), with approximately 45 students from the third to the fifth year of Elementary School I, aged between 7 and 12 years old. Who experienced dance education classes, based on the book “In my skin”, by Lázaro Ramos (2017). Inspired by researchers in the area such as Laban (1990) and Isabel Marques (1996, 1997, 1999, 2003, 2010). The essence of dance education classes was to have the student as the protagonist, understanding that they are a source of knowledge, effectively contributing to research, elaboration and choreographic constructions, which become more significant when the generating theme approaches their contexts, being able to generate considerable tranformations. Leading us to question whether dance education classes, when applied in a critical and reflective way, are capable of generating transformations in different areas for themselves and their participants in the most varied instances of socialization (family, school, colleagues, among others), specifically related to forms of representation of racial identity. If it is proven that there were changes in the participants during the dance education classes, will these remain and reverberate in their lives even after some years? In order to find the answers, we intend to achieve some goals, such as, for example, investigating and problematizing the possible transformations generated in the lives of students participating in dance education classes, through the “Mais Educação Program”, in a school in the Municipal Educational System of Juiz de Fora, during the year 2018, regarding the construction of the students’ racial identities, passing through their social identities. Therefore, we present our specific objectives: to problematize the paths taken throughout dance education classes in 2018, emphasizing significant moments for students, basing the construction of this research on problematization; discuss the “Mais Educação Program”, with a special focus on Curricular References and the Art/Education Program of the Municipal Education Educational System of Juiz de Fora, the city where the classes were taught; understand and evaluate whether the implementation of Law 10,639/2003, amended to Law 11,645/2008, actually occurred at the school in question. In addition to the authors mentioned above, we highlight that dialogue with Stuart Hall (2006, 2016), Grada Kilomba (2019), Frantz Fanon (2008), Achille Mbembe (2014), among others, were of great value in establishing relationships between dance, race, self-esteem and construction of identities in our bibliographical research. Gonzalez Rey (2005) walked the methodological paths with us, motivating us to use two research inducers: conversation and sentence completion, supporting the empirical production of data with students participating in the 2018 classes. We conclude, believing in the transformative power that dance education classes, when applied in a critical and reflective way, can bring to the individuals who take them, generating profound changes, such as in the construction of racial and social identities.