Beatriz de Souza Bessa

AFROFUTURISMO NA ESCOLA

Introduction

Afrofuturismo na escola. Descubra como o afrofuturismo na escola impulsiona práticas pedagógicas antirracistas. Una cultura ancestral, recursos digitais e música negra para transformar a educação.

Abstract

A partir da pesquisa sobre o conceito de afrofuturismo e sua expressividade no campo musical, investiga-se como ele pode ser fomentado em instituições escolares. Tendo em vista a promulgação em 2004 das Diretrizes Curriculares Nacionais para a Educação das Relações Étnico-Raciais no Brasil e a carência da palavra “futuro” nesse documento é urgente que tal temática esteja presente na sala de aula. Através de atividades que unam a cultura ancestral ao uso de recursos digitais, na união de tambores e remixes, se almeja construir práticas pedagógicas a partir da música negra de diferentes épocas. Essa pesquisa tem como referência autoras como Leda Martins, Ytasha Womack e Joni Acuff. A partir dessa fundamentação teórica, apresento algumas experiências pedagógicas realizadas em uma escola localizada em uma favela do Rio de Janeiro na qual sou professora, onde busco fomentar ações criativas e antirracistas por meio da música: pelo passado, no presente e para o futuro, através da união da cultura popular e de ferramentas digitais.

Review

The paper "Afrofuturismo na Escola" presents a highly pertinent and innovative exploration of Afrofuturism within the Brazilian educational system. The author effectively identifies a critical lacuna in the 2004 National Curriculum Guidelines for Ethnic-Racial Relations, highlighting the absence of a "future" dimension in official discourse. By proposing Afrofuturism as a framework, the study directly addresses this gap, advocating for a pedagogical approach that connects ancestral knowledge with forward-looking perspectives and digital literacy. The explicit focus on musical expression as a medium for fostering this connection promises a dynamic and culturally rich methodology, positioning this research as a significant contribution to inclusive and culturally relevant education. The methodological approach outlined is both theoretically sound and practically grounded. Drawing on influential scholars such as Leda Martins, Ytasha Womack, and Joni Acuff, the paper builds a robust conceptual foundation for understanding Afrofuturism’s educational potential. The proposed pedagogical strategies are particularly compelling, advocating for the creative integration of ancestral culture with digital resources, exemplified by the union of drums and remixes to explore Black music across different eras. The strength of this research is further amplified by the author's direct involvement as a teacher implementing these practices in a school located within a Rio de Janeiro favela, lending valuable authenticity and real-world applicability to the proposed anti-racist and creative actions. This work offers a compelling vision for educational transformation, emphasizing empowerment through the convergence of popular culture, digital tools, and a deep appreciation for Black identity and heritage. Its commitment to bridging the past, present, and future provides a powerful model for curriculum development in contexts striving for decolonization and social justice. While the abstract clearly outlines the theoretical impetus and the practical setting, a more detailed elaboration on specific activity designs, student engagement, and observed outcomes would further enrich the full paper. Nonetheless, "Afrofuturismo na Escola" stands as an important and inspiring contribution, offering valuable insights for educators seeking to cultivate creative, anti-racist, and future-oriented learning environments.

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