Ouça-me! Rap e poesia de rua no contexto escolar

Abstract

The origin of the word Rap dates back to the 14th century, referring, in the English language, to “hitting” or “criticizing” and is also the abbreviation of two terms: rhythm and poetry (rhythm and poetry). Poesia de Rua emerged from the Poesia Marginal movement in the mid-1970s, at the same time as the recrudescence of the dictatorship in Brazil, with the institutional military act nº 5 (AI-5). In this way, marginal poetry will develop seeking to emphasize the counterculture movements, present today in different contexts, especially those related to resistance and questioning of dominant values At school, Rap and Poetry can be considered a pedagogical artifact in the production of knowledge and reflection on Brazilian society. In addition, the use of music can be a pleasant and attractive practice for students and can also be worked on in an interdisciplinary way, bringing to the debate the importance of discussing relevant subjects for the formation of reflective subjects and transformers. There is, from this manifestation of culture, the possibility of dialoguing and debating social markers of difference, such as gender, race, ethnicity, class, sexual orientation, religion, among others. Considering the curricular component of Physical Education, Rap and Street Poetry can be worked within the area of body expressions as language. Given the above, this study aimed to problematize Rap and Street Poetry as a pedagogical artifact to reflect on the reality of students in a given school context. It is characterized as a descriptive and exploratory research and in relation to technical procedures, it can be characterized as an action research. The study was carried out in a high school in the city of Uruguaiana, Rio Grande do Sul, where interventions were developed in the form of workshops with the theme of Rap and Street Poetry. The school was chosen intentionally, considering the social context in the local community. 11 students between 12 and 18 years old participated in the research, this choice considered the importance of carrying out the workshops for adolescents, considering that in this age group, the adolescent practices self-knowledge, asks himself about his qualities, limitations, potential , makes plans for the future, that is, he is an individual in formation. The data collection procedure was through the focus group; for data analysis, discursive textual analysis (DTA) was used as the main methodological contribution. The data showed that the use of Rap and Street Poetry in schools has been responsible for producing forms of awareness, reflections on their realities addressed in the political-social context. From these results, it is expected that music, art and culture can be more worked on in school Physical Education, rectifying that Physical Education is not limited to more traditional activities.