Entre versos e cores: o universo periférico do rap no ensino de artes visuais

Abstract

This thesis investigates the contribution of rap music to visual arts education in public schools, emphasizing the appreciation of peripheral culture and aesthetics. The research begins with an aesthetic analysis of works related to rap, examining the relationship between this musical genre and visual arts. A qualitative approach grounded in phenomenology is then employed to understand the experiences of public school teachers regarding the inclusion of peripheral culture in their pedagogical practices. Data were collected through semi-structured interviews, with responses categorized into three main themes: (A) "I chose to do this"; (B) "Who am I teaching?"; and (C) "We have to work on this constantly, right?" The findings reveal that integrating peripheral culture into visual arts education fosters a more inclusive and reflective pedagogical practice, valuing students' cultural identities.