Dos barracões dos festeiros para escola: a dança do Marabaixo nas aulas de Educação Física

Abstract

Discussions about cultural diversity add to contemporary society a new reality that, therefore, imposes other responsibilities on schools. The recognition of the school environment as a space for coexistence and harmonious dialogue between social groups from different cultural backgrounds assigns the incorporation of notion of plurality to the curriculum. In this sense, the challenge is posed for schools to create a new way of formation that contemplates the collection of values and knowledge belonging to groups that are commonly neglected and silenced in the traditional school curriculum. This dissertation is dedicated to the thematic of the Marabaixo dance as a teaching content of Physical Education. The Marabaixo dance is the largest cultural manifestation of African origin that is inserted in the daily life of the population of the state of Amapá. As a popular festival, linked to the origin of the city of Macapá-AP, it says a lot about the history of resistance, the confrontation of prejudice and racism experienced by the black population in Amapá. Due to the relevance of this Afro-Amapaense tradition of great impact on the local scenario and for representing an important set of knowledge, the relevance and the need to incorporate Marabaixo in the official curriculum of Amapá schools is identified. On the other hand, Physical Education, inserted in a context of changes in its pedagogical practice, carries the challenge of diversifying its teaching contents in order to incorporate greater educational legitimacy. From the dilemmas that involve the issue of diversification/expansion of Physical Education teaching contents at school and, at the same time, concern the demand to increase plurality in the school curriculum, the need to question the inclusion of Marabaixo as a component theme in Physical Education curriculum arises. Thus, the objective was to analyze the place of Marabaixo dance in Physical Education classes in schools of Macapá-AP, considering the perspective of teachers on this curricular component, as well as the social context in which these schools are inserted. In addition, the objective was to recognize and analyze other complementary issues concerning: a) correlation between vocational training and the choice of teaching content in Physical Education classes; b) place and absence of dance content in Physical Education classes and; c) Afro-Brazilian history and culture in Physical Education classes. To that end, the qualitative and descriptive study was based on a field research, which had as its subject 9 Physical Education teachers from public schools located in the neighborhoods where Marabaixo is strongly inserted, with which questionnaires with multiple choice questions were applied. As a result, it can be considered that: the Marabaixo dance is present in Physical Education classes, in a timid and non-hegemonic way, although all the study participants recognize that Marabaixo should be part of the curriculum; There is some correlation between teachers' professional training and the insertion of dance/Marabaixo dance in Physical Education classes; teachers point to student resistance and lack of school infrastructure as the main difficulty in inserting Marabaixo in classes; of the teachers who develop Marabaixo dance in class, most use school research, videos and visit locations as teaching methodologies; Most of the schools surveyed theme Marabaixo as a teaching project, despite that, there is a school that does not promote any project about Marabaixo