AFRO-BRAZILIAN DANCE AND ANTI-RACIST EDUCATION IN BASIC EDUCATION ARTS CLASSES: A CASE STUDY WITH HIGH SCHOOL STUDENTS IN THE CITY OF MANAUS/AM

Abstract

This article discusses Afro-Brazilian dance as a pedagogical tool in the construction of anti-racist education within the context of public schools in Manaus. The research emerged from experiences developed in art classes, understanding the school environment as a space of resistance, memory, ancestry, and social transformation. The study aimed to analyze how Afro-Brazilian dance can contribute to strengthening cultural identity, empathy, and the appreciation of ethnic-racial relations in the teaching and learning process. The investigation was based on methodological bricolage and the concept of “escrevivência,” articulating theory, artistic practice, and personal teaching experiences. The activities developed included body practices, conversation circles, Afoxé workshops, Samba de Roda, and theatrical dynamics, enabling students to reflect on racism, belonging, and ancestry. The results showed that Afro-Brazilian dance promoted greater student participation, strengthened self-esteem, valued Afro-descendant culture, and encouraged more respectful relationships within the school environment. It was also observed that art enabled students to express emotions, stories, and experiences often silenced in daily school life. Furthermore, the research revealed that pedagogical practices grounded in listening, welcoming, and valuing diversity can significantly contribute to combating racism in educational contexts. It is concluded that Afro-Brazilian dance constitutes an important pedagogical tool for promoting a more sensitive, inclusive, critical, and humanized education.