Funk na escola: tensões entre arte e ensino na EEMTI Senador Fernandes Távora

Abstract

This work proposes a dialogue around the presence of funk in the school context, seeking to articulate the knowledge of this dance, shared by the students, in opposition to the will of the school management that this dance genre, considered “immoral”, was part of the curriculum. Instigated by the ideas of Isabel Marques (2001; 2007) and her methodology of Dance in the context; Thaís Gonçalves (2014), differentiating between traditional and post-critical teaching approaches; and Larissa Marques and Renata Otelo (2018), who investigate the friction of funk in the school environment; this is a study that narrates artistic and pedagogical experiences at the Escola de Ensino Médio em Tempo Integral (EEMTI) Senador Fernandes Távora, in Fortaleza (Ceará). How is it possible to change the perception of bodies, dance and social and cultural behaviors from the students' context? How to expand world references by the students' line of interest, discussing sexist, racist, sexist, homophobic and transphobic themes through media funk? How to subvert the logic of the media from a post-critical teaching approach, which considers by whom, for what, where, with whom and why certain contents are chosen as pedagogical content? From the classroom to the requirement to compose choreographically for school events and festivities, this is the account of how it was possible to have teacher and student relationships through funk and brega-funk.