Meu ponto, meu pertencimento: pretagogizando as letras cantadas da umbanda no estudo da cosmopercepção africana – FACED – UFC

Abstract

This work addresses the theme "My Point, My Belonging: Pretagogizing the sung lyrics of Umbanda and African cosmoperception at FACED - UFC." The discussion focuses on the sung points in Umbanda, exploring the educational process within the terreiros of this religion and highlighting the role of retagogy as a social practice of formation. The main objective is to comprehend "my point, my belonging" in the context of Pretagogy, relating the sung lyrics of Umbanda to African cosmoperception in a research conducted in the African Cosmovision component at FACED-UFC. The research is centered on the "African Cosmovision" component, taught by Professor and Doctor Sandra Petit at the Federal University of Ceará, located in the municipality of Fortaleza. References include personal knowledge from the terreiro, pedagogical knowledge, Professor Sandra Petit's cosmovision component, and the ERER (Education of Ethnic-Racial Relations) Guidelines from 2004. Several authors are cited, such as AMARAL; SILVA (2006), ANDRADE, H. dos S.; MENEZES, A. de A. (2022), Mattos (2019), Nei Lopes (2004), Petit (2015); (2016); (2016), SALES (2017), Trindade (2014), VICK (2018). Pretagogy serves as a theoretical-methodological foundation, allowing dialogues between teaching practice and the retrieval of memory conducted in two workshops. Utilizing ante facto and post facto questionnaire tools, along with the construction of didactic material through the workshops, the research reveals the participants' sensitivity not only to theoretical aspects but also to the emotional, aesthetic, and symbolic dimensions of Umbanda points. In summary, the research on the points achieved in Pretagogical workshops highlights not only the success in knowledge transmission but also the profound transformation provided by a sensitive, inclusive, and respectful educational approach to cultural manifestations. The participants' journey goes beyond information assimilation, involving the internalization of values that enrich the collective understanding of our cultural diversity. This reinforces the importance of educational practices that promote genuine, enriching, and respectful education.