Black Brazilian Work Dances: An Opportunity for Science Education From Body-Aesthetic Knowledge Produced in the Body Environment Relationship
DOI:
https://doi.org/10.28976/1984-2686rbpec2023u12071227Keywords:
Science Education, education for ethnic-racial relations, ArtscienceAbstract
We produced this article in 2023, and it will be 20 years since Law 10.639/2003 established the mandatory teaching of African History and Culture and Afro-Brazilian culture in the school curriculum. During this period, what can be observed is a relative advance in the approaches promoted in the context of school subjects in the areas of Human Sciences, Languages, Arts, and Physical Education; on the other hand, the guidelines in the context of school subjects in the areas of Exact Sciences and Natural Sciences are still incipient. For this reason, this article aims to present a didactic-methodological possibility of education for Environmental Sustainability in Science Teaching based on the Black Brazilian Work Dances. These dances constitute potent aesthetic-corporeal knowledge in the artistic approach to relationship between human beings and the environment. With this interest, it is based on the Artscience reference for the theoretical foundation of working with artistic languages in Science Education. In the work, 3 Black Brazilian Work Dances are approached, allied to the objective of teaching about a theme of the school subject Science, the different types of soil. A didactic-methodological proposal to address the relationship between human beings and the environment aligned with the commitment to educate for ethnic-racial relations.
References
Apol, L., & Kambour, T. (1999). Telling stories through writing and dance: An intergenerational project. Language Arts, 77(2), 106–117. https://www.jstor.org/stable/41484067
Bagley, C., & Cancienne, M. B. (2001). Educational research and intertextual forms of (re)presentation: The case for dancing the data. Qualitative Inquiry, 7(2), 221–237.https://doi.org/10.1177/107780040100700205
Battestin, C., Nogaro, A., & Cerutti, E. (2015). Meio ambiente e sociedade: uma relação a ser pensada a partir da vida. Revista Eletrônica em Gestão, Educação e Tecnologia Ambiental, 19, 82–87. https://periodicos.ufsm.br/index.php/reget/article/view/19196/0
Blumenfeld-Jones, D. S. (1995). Dance as a mode of research representation. Qualitative Inquiry, 1(4), 391–401. https://doi.org/10.1177/107780049500100402
Campos, M. A. A., & Magalhães, P. A. M. (Orgs.) (2021). Apostila de danças tradicionais brasileiras. UFC/PPCA/IEFES-UFC. http://www.repositorio.ufc.br/handle/riufc/58567
Cancienne, M. B. (1999). The gender gaze: Rethinking gender through performance. The Journal of Curriculum Theorizing, 15(2), 61–72.
Cancienne, M. B., & Megibow, A. (2001). The story of Anne: Movement as educative text. The Journal of Curriculum Theorizing, 17(2), 61–72.
Cancienne, M. B., & Snowber, C. N. (2003). Writing rhythm: Movement as method. Qualitative Inquiry, 9(2), 237–253. https://doi.org/10.1177/1077800402250956
Conceição, L. T. S. (2016). Corpo situado: a consciência corporal em situações de improvisação e composição em tempo real/Situated body: body awareness in improvisation and real-time composition situations. Revista Eletrônica MAPA D2-Mapa e Programa de Artes em Dança (e Performance) Digital, 3(2), 63–83. https://periodicos.ufba.br/index.php/mapad2/article/view/20573
Da Silva, K. C., & Sammarco, Y. M. (2015). Relação ser humano e natureza: um desafio ecológico e filosófico. Revista Monografias Ambientais, 14(2), 1–12. https://doi.org/10.5902/2236130817398
Davenport, D. R., & Forbes, C. A. (1997). Writing movement/dancing words: A collaborative pedagogy. Education, 118(2), 293–304.
De Oliveira, L. H. (2007). Ciranda pernambucana uma dança e música popular (Monografia, Faculdade Frassinete do Recife, Recife, Pernambuco). http://www.ladjanebandeira.org.br/cultura-pernambuco/pub/m2007n06.pdf
Diniz, V., Ramos, A., & Portella, M. O. (2016). Educação ambiental efetiva: a relação do homem com a natureza e a necessária mudança de atitudes e de valores éticos e morais. Cadernos de Pesquisa Interdisciplinar em Ciências Humanas, 17(110), 27–41. https://doi.org/10.5007/1984-8951.2016v17n110p27
Frigotto, G. (2009). A polissemia da categoria trabalho e a batalha das ideias nas sociedades de classe. Revista brasileira de Educação, 14(40), 168–194. https://doi.org/10.1590/S1413-24782009000100014
Gomes, N. L. (2019). O movimento negro educador: saberes construídos nas lutas por emancipação. Editora Vozes Limitada.
Hernandez, F. H. (2013). A pesquisa baseada nas artes: propostas para repensar a pesquisa educativa. In B. Dias, & R. L. Irwin (orgs.), Pesquisa Educacional Baseada em Artes A/r/tografia (pp. 39–62). Editora da UFSM.
Instituto do Patrimônio Histórico e Artístico Nacional (Iphan). (2005). Dossiê IPHAN 5 {Jongo no Sudeste}. IPHAN/Ministério da Cultura. http://portal.iphan.gov.br/uploads/publicacao/PatImDos_jongo_m.pdf
Instituto do Patrimônio Histórico e Artístico Nacional (Iphan). (31 de agosto, 2021). Ciranda do Nordeste é reconhecida como Patrimônio Cultural do Brasil. https://www.gov.br/iphan/pt-br/assuntos/noticias/ciranda-do-nordeste-e-reconhecida-como-patrimonio-cultural-do-brasil
Jatobá, S. U. S., Cidade, L. C. F., & Vargas, G. M. (2009). Ecologismo, ambientalismo e ecologia política: diferentes visões da sustentabilidade e do território. Sociedade e Estado, 24(1), 47–87. https://doi.org/10.1590/S0102-69922009000100004
Lei nº 10.639, de 9 de janeiro de 2003. (2003). Altera a Lei no 9.394, de 20 de dezembro de 1996, que estabelece as diretrizes e bases da educação nacional, para incluir no currículo oficial da Rede de Ensino a obrigatoriedade da temática "História e Cultura Afro-Brasileira", e dá outras providências. http://www.planalto.gov.br/ccivil_03/leis/2003/l10.639.htm
Loureiro, C. F. B. (2007). Educação ambiental crítica: contribuições e desafios. In S. S. de Mello, & R. Trajber (orgs.), Conceitos e práticas em educação ambiental na escola (pp. 65–71). Ministério do Meio Ambiente/Ministério da Educação. http://portal.mec.gov.br/dmdocuments/publicacao3.pdf
Markula, P., & Denison, J. (2000). See spot run: Movement as an object of textual analysis. Qualitative Inquiry, 6(3), 406–431. https://doi.org/10.1177/107780040000600308
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Luan da Silva Gustavo, Leonardo Maciel Moreira
This work is licensed under a Creative Commons Attribution 4.0 International License.
The authors are responsible for the veracity of the information provided and for the content of the papers.
The authors who publish in this journal fully agree with the following terms:
- The authors attest that the work is unpublished, that is, it has not been published in another journal, event notices or equivalent.
- The authors attest that they did not submit the paper to another journal simultaneously.
- The authors retain the copyright and grant to RPBEC the right of first publication, with the work licensed simultaneously under a Creative Commons Attribution License, which allows the sharing of the work with acknowledgment of authorship and initial publication in this journal.
- The authors attest that they own the copyright or the written permission from copyright owners of figures, tables, large texts, etc. that are included in the paper.
- Authors are authorized to take additional contracts separately, for non-exclusive distribution of the version of the work published in this journal (for example, to publish in institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) after the publication in order to increase the impact and citation of published work.
In case of identification of plagiarism, inappropriate republishing and simultaneous submissions, the authors authorize the Editorial Board to make public what happened, informing the editors of the journals involved, any plagiarized authors and their institutions of origin.
