DANÇAS AFRO-BRASILEIRAS NA EDUCAÇÃO: territórios de saberes e resistência

Abstract

Afro-Brazilian dances represent cultural expressions that connect body, memory, and ancestry, establishing themselves as powerful spaces of knowledge and resistance within the school environment. This study aims to explore the potential of these artistic manifestations in Art education, understanding them as practices that challenge hegemony, assert identities, and encourage a sense of belonging. Therefore, the main objective of this research is to develop a pedagogical proposal that integrates AfroBrazilian dances into formal artistic education, with a focus on antiracist education, grounded in the decolonial thinking of Santos (2015). The research follows a qualitative approach, supported by references on dance, Black epistemologies, and authors who engage with counter-hegemonic concepts. Additionally, autoethnographic research and writing practices are included to discuss the construction of the methodological pedagogical proposal developed, although it has not yet been implemented. References such as Santos and Biancalana (2017) and Evaristo (2020) served as the basis for this reflection. Keywords: Afro-Brazilian dances; decolonial; antiracist education