Desestabilizando certezas: Gênero e Decolonialidade no ensino de Artes Visuais

Abstract

This dissertation reflects on gender and decoloniality. It is about a research from teaching practice in Visual Arts teaching in a basic and public education school of the Municipal Education Network at Campo Grande – MS with students of the 5th year of Elementary School I. Through authors such as bell hooks, Paulo Freire, Ana Mae Barbosa, Walter Mignolo,Aníbal Quijano, Rita Segato, Zulma Palermo, Maldonado Torres, Maria Lugones, Maria Eugênia Melendo, Oyèrónkẹ́ Oyěwùmí, Eduardo Moura and Andrea Giunta, it is possible to understand how coloniality is established in the school environment and standardizes power, being, knowledge and aesthetics arts in our classrooms. As part of this research, a pedagogical project – the “Territories Project”, established from the decolonial thinking, so this project fits the concept of teacher disobedience (MOURA, 2018), breaking the Eurocentric hegemony and corroborating for the construction of the Latin American identity among the students (MIGNOLO, 2016, MOURA, 2018, QUIJANO, 2005) through a Cultural Mediation (DARRAS, 2009), we seek to rethink these stereotypes and make the school environment a more possible place to dream (FREIRE, 2021) and cozy.

Keywords: Gender; Decoloniality; Art Teaching; Basic education; Latin America.