Dança-educação e cultura Hip Hop: práticas e relevância na percepção de adolescentes de uma escola estadual da zona leste de Manaus

Abstract

Hip-hop culture in the school context is a broad field to be explored. This is a topic that suffers certain exclusion in academia as it is not given its due value in research aimed at investigating access, frequency and knowledge of its principles and history. The same occurs within the scope of basic education, where culture and its dance styles do not always find space in the school context, this being a mirror of what hip-hop culture faces in different sociocultural contexts, due to marginalization, class elitism and racism present in our society. Thus, the focus of this research was to understand the practice of Dance and Hip-Hop culture in a state school in the east zone of the city of Manaus, from the perspective of students and the school's teaching staff. The research is characterized as basic, descriptive and qualitative and three male and five female students, an art teacher and the school board participated. Data were collected through semi-structured interviews and their analysis was based on Bardin's discourse analysis. The results indicate that Dance education is present in the school context and that culture and hip hop dance are part of the content covered in the Art discipline. They also point out that the majority of students have a positive view of this dance and this culture, confirming that learning Hip-Hop culture for teenagers from peripheral schools is highly beneficial, as this culture incorporates a variety of experiences that connect with the reality of the periphery, encompassing style, creativity, authenticity, multifunctionality and talents.