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O samba de roda da Ilha do Massangano e os seus processos pedagógicos
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Abstract(s)
Partindo do pressuposto que a educação não se faz efetivamente nas salas de aulas vou até a Ilha do Massangano vivenciar juntamente com os ilhéus todos os processos de ensino e aprendizagem do Samba de Véio buscando elementos que nos possibilite o encontro, ou não, de inovação pedagógica dentro desta educação informal que são as rodas de samba. Com um olhar participativo do Samba de Véio, o qual a pesquisa etnográfica nos permite, busquei dentro e fora da Ilha os possíveis dispositivos pedagógicos que pudessem responder alguns questionamentos, entre eles como os ilhéus criam as letras e melodias do samba assim como eles aprendem a sambar. Se o ato de dançar, tirar os batuques e produzir as rimas e versos, sem que haja o papel do professor, porta alguma inovação pedagógica. Qual a importância social das rodas de samba para a formação do indivíduo em seu contexto social e a questão macro que direcionou todo o estudo que é: Há algo de inovador dentro dos processos pedagógicos do samba? Para isso estive hospedado na Ilha e etnograficamente participei de todos os processos que envolve o samba , dentro e fora da Ilha, com observações, registro fotográfico e diário de campo, e entrevistas semiestruturadas e não estruturadas; métodos quais me levaram a constatar que de fato há uma gama de aprendizados em todo o processo mas que como em todo movimento cultural esta aprendizagem se faz pela observação e repetição, uma metodologia que nada diverge do tradicionalismo, ou seja há processos pedagógicos mas não há inovação. E mesmo não havendo inovação pedagógica, aprender a sambar nos moldes do Samba de Véio, é garantir ao ilhéu a perpetuação da sua identidade, mas para além disso é uma forma de gritar a sua existência como povo, como cidadão, como gente.
Based on the assumption that education is not effectively done in classrooms, I go to the Island of Massangano to experience together with the islanders all the teaching and learning processes of the Samba de Véio, seeking elements that enable us to meet pedagogical innovation or not within this informal education that are the samba wheels. With a participative look at the Samba de Véio, which the ethnographic research allows us, I looked for inside and outside the Island the possible pedagogical devices that could answer some questions, among them how the islanders create the lyrics and melodies of the samba as they learn to sambar If the act of dancing, taking the batuques and producing the rhymes and verses, without the role of the teacher, carries some pedagogical innovation. What is the social importance of the samba wheels for the formation of the individual in their social context and the macro issue that directed the whole study that is: Is there something innovative within the pedagogical processes of samba? For that, I was staying on the Island and ethnographically participated in all processes involving samba, inside and outside the Island, with observations, photographic records and field diaries, and semi-structured and unstructured interviews; methods that led me to see that there is indeed a range of learning throughout the process but that as in every cultural movement this learning is done by observation and repetition, a methodology that does not deviate from traditionalism, that is, there are pedagogical processes, but there is no innovation. And even if there is no pedagogical innovation, learning to sambar along the lines of the Samba de Véio is to guarantee the islander the perpetuation of his identity, but it is also a way of shouting his existence as a people, as a citizen, as a people.
Based on the assumption that education is not effectively done in classrooms, I go to the Island of Massangano to experience together with the islanders all the teaching and learning processes of the Samba de Véio, seeking elements that enable us to meet pedagogical innovation or not within this informal education that are the samba wheels. With a participative look at the Samba de Véio, which the ethnographic research allows us, I looked for inside and outside the Island the possible pedagogical devices that could answer some questions, among them how the islanders create the lyrics and melodies of the samba as they learn to sambar If the act of dancing, taking the batuques and producing the rhymes and verses, without the role of the teacher, carries some pedagogical innovation. What is the social importance of the samba wheels for the formation of the individual in their social context and the macro issue that directed the whole study that is: Is there something innovative within the pedagogical processes of samba? For that, I was staying on the Island and ethnographically participated in all processes involving samba, inside and outside the Island, with observations, photographic records and field diaries, and semi-structured and unstructured interviews; methods that led me to see that there is indeed a range of learning throughout the process but that as in every cultural movement this learning is done by observation and repetition, a methodology that does not deviate from traditionalism, that is, there are pedagogical processes, but there is no innovation. And even if there is no pedagogical innovation, learning to sambar along the lines of the Samba de Véio is to guarantee the islander the perpetuation of his identity, but it is also a way of shouting his existence as a people, as a citizen, as a people.
Description
Keywords
Inovação pedagógica Samba de Véio Etnopesquisa Educação informal Pedagogical innovation Ethnopesquisa Informal education Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais