O encantado na escola: caminhos pedagógicos para o ensino de arte a partir do Tambor de Mina

Abstract

This study aimed to analyze the inclusion of the performance of caboclo entities from Tambor de Mina within the curriculum of Centro de Ensino Leão Santos, in accordance with Law No. 10.639/2003, which mandates the teaching of Afro- Brazilian History and Culture in schools. The research sought to understand how rituals and performances of African-based traditions can be integrated into Art education as objects of knowledge, contributing to the development of anti-racist and culturally contextualized pedagogical practices. The study is grounded in an interactionist perspective, articulating the researcher’s trajectory with theoretical discussions on race, enchantment, performance, and education, based on authors such as Richard Schechner (2003), Victor Turner (1982), Zeca Ligiéro (2011), Antônio Herculano Lopes (2006), Kabengele Munanga (2004; 2005), and Nilma Lino Gomes (2005; 2012). Methodologically, this is a qualitative study, developed through bibliographic research and field investigation, involving nine teachers, using structured interviews as a data collection instrument. The data were organized and analyzed according to the methodological approach proposed by Barros (1990), allowing the identification of analytical categories related to teachers’ knowledge, curriculum implementation, and institutional challenges. As an educational product, a pedagogical handbook was developed, focused on the approach to Afro-Brazilian ritual performance in Art education, aiming to support teaching practices and contribute to the implementation of current legislation. The findings indicate that the articulation between culture, performance, and education constitutes a powerful pathway for developing more inclusive, critical, and culturally responsive pedagogical practices.