Formação estética através da produção escultórica africana: contribuições da tradição bantu para o contexto escolar

Abstract

The purpose of this paper is to discuss about the contributions of an aesthetic training through African arts to school context. Knowing that this issue, first of all, is about the role of art education throughout time, we call upon a brief study about the historical constitution of this discipline, starting from the colonial Brazilian context. Thus, this work, discusses upon what we may understand as aesthetic training, as well as the meaning of African arts and its analysis standards. During our studies, we tried to highlight the role of Brazilian law 10.639/03 law as a backing to treat the topic in question, which led us to a set of reflections about what we may understand as curricular theory. Therefore, we had as reference some theoretical contributions from Tomaz Tadeu da Silva’s work that, among other things, highlights the importance of a critical approach on curricular narratives desconstrutions that privilege hegemonic identities. Boaventura de Sousas Santos’ work was also fundamental for a better understanding about knowledge and power relations underlying the constitution of our educational model. Our studies made us to conclude that most of the prejudice concerning to artistic production of African culture are related to colonial European movements that the educational system would inherit. An aesthetic training through African arts, consequently, contributes in a sense to thinking school context as a dynamic and open space for dialogue with diversity.