AFRO-REFERENCED EXPERIENCES: BLACK DANCE IN FUNDAMENTAL EDUCATION
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Abstract
This article aims to discuss the importance of afro-referenced experiences for the teaching of dance in the context of Basic Education, as a contribution to the education of ethnic racial relations. Committed to the teaching of African, Afro-Brazilian and indigenous history and culture, I sought to unite the dance education’s potential of transforming to African and Afrodiasporic references. The presented reflections also constitute a political, ethical and aesthetic positioning for the valorization of the cultural diversity that contemplates the African, afrodiasporic and indigenous history and culture, in order to strengthen other logics of thinking about the body, art and construction of the world. I present as theoretical contributions: Noguera (2010; 2011), Cunha Jr. (2005), Conrado (2015; 2017) and Gomes (2005).
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