Banca de DEFESA: ARILMA DE SOUSA SOARES

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : ARILMA DE SOUSA SOARES
DATE: 02/08/2023
TIME: 09:00
LOCAL: Via Videoconferência
TITLE:

Body and blackness: Anti-racist actions of teachers of the Arts;

 

KEY WORDS:

ANTI-RACISM; ARTS; BASIC EDUCATION; LAW 10.639/03;
BLACKNESS.

PAGES: 330
BIG AREA: Lingüística, Letras e Artes
AREA: Artes
SUBÁREA: Teatro
SUMMARY:

The thesis presents the artistic and pedagogical epistemic paths traveled and
systematized by black teachers, giving visibility and protagonism to their praxis.
The research aimed to highlight the Arts and the work of the professional in this
area of knowledge in the school context, with purpose and commitment to an
anti-racist education, with the black body in the centrality of this study. We
highlight two challenges encountered by engaged teachers: the first, teaching
arts, and the second, how much it addresses the study of ethnic-racial relations,
because we know that racism exists in this context, in a veiled way, a factor that
greatly impairs the educational advancement of black students, as well as affects
the work of these professionals, even if they are covered by Law 10.639/03. The
research affirms art as epistemology of teaching, and presents the experience of
"engaged teachers" (HOOKS, 2013, p.22) with the anti-racist cause, being social
actors, protagonists involved, in the construction of their praxis, who start from
their "semantic basins" (MACEDO, 2012), we interviewed six black teachers
linked to the teaching network to position themselves on representativeness,
blackness, black empowerment and strategies to combat/confront racism,
flowing their narratives with other black researchers and epistemologies already
elaborated in favor of an equitable education. The inspiration is part of my
personal trajectory as a black Artivist and goes against other teachers, also black
and artivists and has a "countercolonizing" purpose, as Suggested by Antônio
Bispo dos Santos, so I update my way of looking and evaluating how much the
school and higher education have a colonizing structure. Thus, we have seen
powerful results, successful practices and paths that denote affirmation, political
positioning and artivism, and it is also up to the review of the school curriculum,
so the need to "denigrate" western knowledge, in the positive sense of the word,
and advance in the deepening of ethnic-racial knowledge, increasing the feeling
of belonging and protagonism, understanding the intersection that crosses each
teacher/his cultural and socio-demographic context.

COMMITTEE MEMBERS:
Interna - 2567515 - CELIDA SALUME MENDONCA
Presidente - ***.106.258-** - ELOISA LEITE DOMENICI - UFRB
Externo à Instituição - MARIA DE NAZARÉ MOTA DE LIMA - UNEB
Externa à Instituição - SANDRA HAYDÉE PETIT - UFC
Interno - ***.587.605-** - TÁSSIO FERREIRA SANTANA - UFBA