O TEATRO NEGRO E SUAS TEATRALIDADES ENQUANTO TECNOLOGIA ANCESTRAL PARA CONSTRUÇÃO DE NOVAS EPISTEMOLOGIAS DO ENSINO DE ARTE NA ESCOLA

Abstract

This article seeks to dialogue with thinkers who have vast knowledge about the body, theatrical games and art in education (Koudela, 2006; Japiassu, 2010; Sarmento, 2006; Barbosa, 2012; Spolin, 2001), as well as about aesthetics and poetics of theaters black people (Nascimento, 1961; Martins, 1995, 2021;Lima, 2015; Paula, 2021). These theoretical bases are fundamental for the experience and construction of new epistemologies within the school environment. When considering these
aspects, it is possible to understand black art as a crucial element in the construction of a pedagogy that values ancestral technology, represented by black theater and its theatricalities, as a new epistemology. This approach proposes the decolonization of the body and thought, promoting an education that integrates aesthetic, ethical, poetic and political perspectives. The inclusion of black arts in education not only enriches the school curriculum, but also fosters a more inclusive and diverse learning environment. Through this pedagogy, we seek to create new narratives that value black identities and cultures, challenging traditional paradigms and contributing to the formation of more critical individuals who are aware of their historical and cultural roots.