A arte de contar histórias desfazendo preconceitos

• Autor(a) principal: Dauzcuk, Laine Rodrigues
• Data de Publicação: 2014
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/28303
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO; Mitologia afro-brasileira; Preconceito; Arte de contar história; Afro-Brazilian mythology; Prejudice; Storytelling art

The research aims to observe if the art of storytelling can sensitise students from a public school and change their view about one of the aspects of Afro-Brazilian culture: the mythology. So, will it be possible to open paths for the inclusion of African culture in the school, if these myths are narrated for a storyteller, in an approach of storytelling art where the most important thing is the story itself and not just the performance? Could the art of storytelling, so, discard prejudices? Thus, the importance of this work is to make visible a culture silenced by the prejudice, showing that Africans, like all people all over the world, also thought about the creation of the world. The stories of the Yoruba mythology not only justify the rituals of candomble, but they also, told in a symbolic language, allow multiple meanings that talk to the history of life of those who listen to them. The present work shown that even in the more traditional candomble, the myths, the stories of the deities, were used to solve the problems and the conflicts of the people. Therefore, the symbolic language allowed listeners, both students of elementary school, aged 10 to 12 years old, and students of the EJA (Adults Education), to recognise themselves in the deities and look at the Yoruba mythology as cultural heritage and not only as stories from a religion commonly known as voodoo. The art of storytelling, an approach where the telling of tales is given only by the voice and the storyteller's body, was welcomed by the research participants and it helped to create a bridge between the religious and the secular. It became also a bridge to discard prejudices, to question them, and to bring African culture, in a poetic way, into the school