O Jongo, a ancestralidade africana e a educa??o escolar : um estudo sobre tens?es, negocia??es e possibilidades

• Autor(a) principal: Fernandes, Lygia de Oliveira
• Data de Publicação: 2012
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRRJ
• Texto Completo: https://tede.ufrrj.br/jspui/handle/jspui/4328
• topic: jongo; educa??o escolar; rela??es ?tnico-raciais; jongo; school education; relations ethnic racial; Educa??o

The advent of Law n?10.639/2003, whose texts make it mandatory for official and private, elementary and high schools, the study of the history and culture of Africa, African, Brazilian and black populations, it represents a major milestone in the struggle of civil society and black movements in particular. It is believed that through this legislation, the knowledges and practices of black groups of Africa Diaspora will leave the shores of the school curriculum to move to the center of the teaching - learning. Thus, this research appears in order to analyze the possible contributions that jongo may or may not provide for the survival, recovery, education and learning stories, memories and African cultures and Afro-Brazilian in the context of Brazil?s education. The jongo - understood as a Afro-Brazilian cultural expression of singing, tap dancing and whose links refer to the cultural practices of Bantu African people - is discussed in this research from theoretical frameworks that focus on their educational potential, as well as legal documents that support the its educational dimension.The research, qualitative structured, has as sample cut from the experiences of jongo Pinheiral community held at the CREASF with the schools of that city. For this, apart from documentary analysis, it was adopted as a methodological procedure the application of semi-structured interviews to the members of the Jongo de Pinheiral group who work directly in the planning and implementation of activities undertaken in partnership with schools. The interviews were also targeted to education professionals and students from schools that have the jongueiros of this community in its workforce. In order to make valid inferences from the data collected, it is essential to analyze their discursive practices. From the critical discourse analysis, which considers as a social conversations and texts, it was possible to identify marks of power and domination, racial inequalities, marginalization and social exclusion among the selected investigated universe. With the intention to make a leap from analysis to theory, this research aims to support their analyzis from the concepts of culture, identity and difference related primarily to the field of Cultural Studies. Furthermore, in order to establish a perspective that protagonizes black populations, other concepts emerge from the discussion, such as those related to territorialization and deterritorialization, and the agency of African people and African Diaspora