EXPERIÊNCIAS EM ESCOLAS DE SAMBA DE CORUMBÁ: APRENDIZAGENS ÉTICO-ESTÉTICAS NO CONTEXTO DA EDUCAÇÃO SOCIAL

Abstract

This work is linked to the Postgraduate Program in Education at the Federal University of Mato Grosso do Sul (UFMS), Pantanal Campus (CPAN), and is located in research line 2, “Educational practices, teacher/educator training in school and non-school spaces”. The experiences of masters in Corumbá’s samba schools are taken as the object of research. The general objective of this research was to identify experiences mobilized through Carnival and samba schools in Corumbá, Mato Grosso do Sul (MS), discussing their relationship with aesthetic education. In order to achieve this goal, the specific objectives of the research were: (i) to understand the ends and means of social education, as well as its relationship with aesthetic education; (ii) to identify the experiences lived by masters of Corumbá/MS samba schools; and (iii) to discuss the relationships between the experiences promoted in Carnival spaces, as well as in Corumbá/MS samba schools, social education and aesthetic education. The research was qualitative and exploratory in nature, comprising a stage of bibliographical studies and a stage of empirical investigations. The main technique used to collect data was semi-structured interviews. The data collected in the empirical work was analyzed by identifying the common themes presented in the interviewees' narratives. Discussions of the research data were guided mainly by the theoretical contribution of John Dewey and Roberto DaMatta. The results indicate that these are experiences mobilized through Carnival and samba schools in Corumbá/MS: the democratization of culture, the development of artistic skills, the resumption of the link between art and life, social and cultural inversion, the projection of non-existent realities, which transcend reality; collective learning, where roles are expanded, and the protagonism of each individual goes beyond what is assigned to them on a daily basis, competitiveness that coexists in a dialectical relationship with community solidarity, and the configuration of an ethic that, suspending rigid norms that order daily life, privileges equality and collective celebration. The experiences identified through the narratives of Corumbá/MS samba school masters reveal a deep connection with aesthetic training. It can be seen that aesthetic training in samba schools has the potential to foster ethical-aesthetic learning in the context of social education.