Sensibilidades decoloniais da afrodescendência: conflitos e desestabilizações em práticas antirracistas no ensino de arte

• Autor(a) principal: Rodrigues, Marcelino Euzebio
• Data de Publicação: 2019
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/16556
• topic: Sensibilidades decoloniais; Afrodescendência; Ensino de Arte; Decolonial sensitivities; Afrodescendence; Art teaching; LINGUISTICA, LETRAS E ARTES::ARTES::FUNDAMENTOS E CRITICA DAS ARTES::TEORIA DA ARTE

The research makes a dialogue between the decolonial studies, the African descent in the visual arts and the education, in view of the insurgencies of artistic works that bring up ethnic-racial and sociopolitical problems generated in the colonization. After an overview of the origins of decolonial thought, we dialogue with non-black modern artists until the production of contemporary Afro-Brazilian artists, analyzing some of their works that approximates this epistemology. We think of a sensitivity that denounces, emerges, or recalls the silenced stories of African descent during colonization, with its colonial wounds, racism, and the insurgencies it represents. Although other names tread this sensitive path, in this research, it deepens primarily in the work of Arjan Martins, Ayrson Heráclito and Rosana Paulino for being Afro-Brazilian artists who come closest to this context with their militancy stories and studies on art and art. blackness in Brazil. To broaden this dialogue, the work had the participation of seven teachers of arts in Rio de Janeiro who developed activities from the works of these artists and notes of the pedagogy of the conflict, thought by Boaventura Souza Santos. This pedagogy, located in the field of decolonial studies, proved to be potent for promoting destabilization and generating questions and reflections in the classroom about the permanence of colonization and its implications for the Brazilian racial problem. From the analysis of student productions mediated by these teachers and their pedagogical practices, we can see actions that proved effective in the applicability of Law 10639/03 and its anti-racial potentialities in the schools where the proposals were developed.