Identidade e resistência: uma proposta educativa para o ensino de estampas africanas e afro-brasileiras

Abstract

The present study aims, as its general objective, to develop an educational proposal for teaching African and Afro-Brazilian prints within the Visual Arts curriculum component, considering the historical, cultural, social, political, and identity-related aspects that these expressions embody. The research is grounded in the Triangular Approach (Barbosa, 2008), which structures art education through the axes of contextualization, appreciation, and production. It is also supported by the principles of the Visual Arts Learning Object (V.A.L.O.) (Lima, 2019), which employs narratives and metaphors to enhance student engagement and promote assessment strategies integrated into the learning process, contributing to the creation of an e-book proposal aimed at expanding antiracist education. The theoretical framework articulates the studies of Munanga (2019), regarding Black identity and structural racism, and Hall (2011), concerning the construction of identities in contemporary society. This foundation is further complemented by the contributions of Lopes (2010), Arruda (2020), and Larkin (2022), whose reflections deepen the understanding of African and Afro-Brazilian prints as cultural, identity-based, and pedagogical manifestations, enabling the creation of original prints that were later exhibited at the school. Experiences within the school environment revealed practices of recreational racism, as discussed by Moreira (2019), highlighting the urgent need for an antiracist educational approach in alignment with the principles of Law 10.639/03. Thus, based on these lived experiences, the following research question emerged: What educational possibilities, based on the production of African and Afro-Brazilian prints and grounded in the Triangular Approach, contributed to strengthening students’ Black identity and to the development of critical antiracist awareness in Visual Arts education? The investigation is qualitative in nature (Minayo, 2007) and participant-based (Brandão, 1999), employing interviews, participant observation, and discourse analysis as methodological instruments. The experiences developed throughout the research demonstrated that African and Afro-Brazilian prints can be used as pedagogical tools to discuss racism and, consequently, to promote antiracist education.