A cultura do funk no espaço escolar: análise das apologias de gênero em sala de aula

Abstract

The contemporary social situation calls for a dialogue about gender relations fostered throughout history, especially with regard to the female bias. Such relationships is built amidst stereotypes and tensions in which the favoring of one gender over another seems to stand out, through naturalized views that configure vestiges of symbolic violence against women (BOURDIEU, 2020). Thus, the gender category becomes essential to the understanding of social-historical processes, highlighting the relevant role of education and school training of new generations in deconstructing sexist discriminations, such as those that are recurrent in some funk lyrics. In this sense, this research problematizes the interface between culture and education, observing this musicality in the light of the intercultural paradigm (CANDAU, 2016; FLEURY, 2002). Funk culture, as a massive media manifestation, tends to promote female eroticization and objectification, signaling reflexes of patriarchal thinking. Through an erotic-pornographic language, certain lyrics disseminate references in which pejorative thoughts about women underlie. Such allusions seem to spread and reinforce gender asymmetries by joining apologies and sensualized choreographies, which propagate the superiority of the male. As there is an expressive resonance of this rhythm in the daily lives of children and adolescents, its appropriation in the school space can instigate analysis, debates and reflections on the issue of gender and, consequently, instigate training for criticality through significant cultural learning. With this purpose, the present study, of a qualitative nature, is to configure as Action Research (THIOLENT, 2011). The context of data generation considered remote teaching starting with activities that involved, among other learning tools, drawings and parody. The process followed the safety protocols required by the Covid-19 pandemic. The methodological adaptations and adjustments subsidized the articulation of a Didactic Sequence for Educational Product purposes. The literature review incorporated the works of Bourdieu (2020); Canada (2008, 2013, 2014, 2016); Chartier (1991, 2002); Fleuri (2001, 2003); Hall (1997, 2003, 2006, 2016); Herschmann (1997); Louro (2000, 2004, 2008, 2014, 2019); Lopes (2011); Scott (1995); Vianna Júnior (1987, 1995), Weeks (2019) among other theorists. The universe researched includes boys and girls, between 10 and 13 years old, enrolled in the 5th year of EMEIEF in Full Time Ubirajara Targino Botto, institution in the city of João Pessoa-PB. The results seek to offer contributions to the school space and its members, collaborating with gender studies in their cultural interfaces, especially with regard to the appropriation of funk in the classroom. The Didactic Sequence and other perceptions, fruits of the study, will be forwarded to the school and its members, as well as to the municipality's educational network, according to the criteria of an Action-Research.