The school is also samba: art teaching as an experience and construction of a decolonial learning process

This article discusses a teaching experience, in the teaching of Art, with students in the 9th year of Elementary School II, at the Escola Municipal Professor Waldson José Bastos Pinheiro, in the community of Vale Dourado, in the neighborhood of Nossa Senhora da Presentação, a school from the public network in Natal (RN). It analyzes Samba as an object of study from the perspective of decolonial learning, identifying how African dances influenced Brazilian culture and, in particular, the theme in question. It problematizes the political-social ills inherited from colonialist exploitation in Brazil and points to the legitimization of cultural manifestations of African origin as actions of resistance and construction of knowledge and learning. The theoretical basis with which we work is based on Freirean pedagogy (FREIRE, 1998); as well as, from the perspective of resuming the “triangular approach” (BARBOSA, 2010) as an epistemological basis. For reflections regarding the teaching of dance practice, Vieira (2007) and Marques (2003) are used. In the historical-social contextualization of the theme in an anthropological and sociological perspective of the Brazilian body, the African rhythm and diversity, the materiality of this rhythm and its relationships, the basis is sought in Sodré (1998).