Karingana wa Karingana: brincadeiras e canções africanas

Abstract

The question of work is the viability of African songs and games in daily school life and teacher training as a pedagogy to combat racism, with the main objective of bringing Africanities into this context through the promotion, experimentation and afro referenced experiences that some form of contact with the African cultures, demystifying them in a playful way. The theoretical methodological discussion is based on three appro aches: the Pretagogy, by Sandra Haidée Petit; the Pedagoginga, by Allan da Rosa and Griod Pedagogy, by Lilian Pacheco, analyzed in the light of the anthropology of the imaginary of Gilbert Durand. Essentially afrocentrated and / or counter hegemonic method ologies that subsidize the discussion and legitimize this work towards the valorization and visibility of pedagogical practices based on the African worldview and cosmosensation and their contributions to an inclusive, multicultural and multi cultural educ ation. As a preliminary result, however, we do not yet have a systematization of these, we take into account a baggage and a professional pathway that show that in contact with African songs and games from kindergarten to teacher training, there are possib ilities of racial and ethnic relations gradually and in a perspective of the enchantment and appreciation of African ancestry and its contribution to the formation of positive identities and self concept in relation to blackness as well as respect for inte rcultural diversity. The work will cover themes related to Africanities present in studies already done on traditional and African songs and games, Afro Brazilian pedagogical experiences, some relationships between imaginary anthropology, africanities and education, as well as a possible relationship between research action, critical collaborative research, and the culturally relevant pedagogy of Gloria Ladson Billings.