A narratividade do hip hop e suas interfaces com o contexto educacional

• Autor(a) principal: Vidon, Geysa Rosa Oliveira Novais
• Data de Publicação: 2014
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/1175
• topic: Narratives; Identity; Language education; Educação e linguagem; Educação; Narrativas; Identidade; Educação; Cultura; Hip-hop (Cultura popular); Linguagem; Música - Educação; 37

This doctoral thesis in Education explores the culture of Hip Hop and its relation to the educational context. It falls in discussions in line with research in Education and Languages branches and questions the school setting as a place for hegemonic ideology reproduction, analyzing the project "School of Rhymes", developed in Grande Victoria state area, as a movement of resistance and cultural redefinition in school. Part of the question: How can the Hip Hop discursive practices reframe the school context? This thesis aims the culture of Hip Hop as a singular discursive field from a narrative (BENJAMIN, 1986; BONDIA, 2001) and an ethically responsible subjectivity (BAKHTIN, 1992a, 1992b, 2010), reasoned on the otherness principle (PONZIO, 2009), and analyzes it from a critical and dialogical perspective (FREIRE, 1981, 1994, 1995; GIROUX, 1986, 1987; BRANDÃO, 1986; BAKHTIN, 1992a, 1992b, 2010). This thesis also develops research in a threshold context between school and hip hop culture and scales the discussion of marginal cultures in educational contexts, focusing persons and their narrative experiments, evaluating the interaction of some discursive practices in the teaching and learning process. For this, it analyzes the cultural project "School of Rhymes", created by hip hop movement activists from Grande Vitoria city area and developed in a public school from Espírito Santo state in Brazil, in order to discuss their role in the educational reframing process. As hypothesis for working, it argues that since the school setting within a dispute environment is reframed with the introduction of other discursive and cultural practices including hip hop, which aims the need of listening to the students narratives in a responsive and responsible way, thus contributing not only to the persons critic formation, but also to face historically imposed exclusionary practices.