African-Brazilian Culture Research Articles

African and Indigenous games and activities: a pilot study on their legitimacy and complexity in Brazilian physical education teaching

ABSTRACT Although the teaching of African-Brazilian and Indigenous history and culture is mandatory in primary and secondary schools, there has been a lack of proper contextualizing in PETE programs [Corsino, L. N., & Conceição, W. L. (Eds.). (2016). Educação física escolar e relações étnico-raciais: Subsídios para a implementação das leis 10.639-03 e 11.645-08 [School physical education and ethnic-racial relations: Subsidies for the implementation of laws 10.639-03 and 11.645-08]. CRV, v. 11]. There is also a need to study how the recognition of African-Brazilian and Indigenous ethnic-racial issues in primary and secondary physical education is mandated by the law. The purpose of this research – framed as a pilot study – is to address the invisibility of African-Brazilian and Indigenous history and culture in schools. The objective is to analyze both the teachers’ knowledge and the law application in physical education classes concerning African and Indigenous games and activities. We have addressed the invisibility of Black and Indigenous people in Brazil, connections to the African diasporas and Indigenous cultures, ethnic-racial inequalities in physical education, and the African-Brazilian and Indigenous complexities as challenges for PETE. The research method is qualitatively oriented and descriptive. Data was generated from an online questionnaire responded to by physical education teachers who work in primary schools. Findings suggest that there is a lack of discussion on ethnic-racial issues in PETE or in permanent teacher education programs. Despite the law, there is a discrepancy in its application in Brazilian education. Physical education opens space to reflect upon the African-Brazilian and Indigenous cultures in the schools. Even teachers who do not teach ethnic-racial issues at their schools affirm the importance to teach. In conclusion, it is necessary to decolonize the curriculum, emphasizing the ethnic-racial complexity in PETE. Transform pedagogies and prompt the construction of new paths for social justice practices do require a more culturally diverse physical education curriculum.

O reconhecimento do patrimônio cultural de matriz africana – tombamento e registro de territórios tradicionais em São Paulo

Em meio a trajetória recente de reconhecimento de bens ligados à história e memória das populações negras pelo órgão de preservação do patrimônio no Estado de São Paulo, o presente artigo discute questões sobre a adequação da utilização dos instrumentos do tombamento e do registro no trabalho de identificação e proteção de territórios de matriz africana como bem cultural, a partir dos estudos técnicos desenvolvidos sobre os espaços de Candomblé e Umbanda pela UPPH1 , que balizaram a decisão do CONDEPHAAT. Na reflexão que propõe busca contribuir com a discussão sobre a importância da preservação destes espaços como suportes materiais da cultura afro-brasileira em São Paulo.

ATLETISMO E ENSINO DA HISTÓRIA E CULTURA AFRO-BRASILEIRA: VISÃO DE PROFESSORES DE EDUCAÇÃO FÍSICA PARTICIPANTES DE UM CURSO DE EXTENSÃO A DISTÂNCIA

Averiguar a visão de participantes de um curso de extensão a distância sobre a adequação do Atletismo para o ensino da História e Cultura Afro-Brasileira é o objetivo deste artigo. Para a obtenção destas informações optou-se pela realização de uma pesquisa do tipo qualitativa e online. Foram considerados os registros disponibilizados pela Plataforma Moodle, obtidos por meio de um questionário aberto e das livres manifestações nos diversos fóruns disponibilizados. Para o tratamento destes dados utilizou-se a técnica de Análise do Conteúdo. Foram identificadas as seguintes subcategorias: a) adequada ao tratamento da temática; reprodutora da diversidade étnica brasileira; b) espaço de afirmação da cultura negra; c) possibilidade não exclusiva de tratamento e d) enfoque inovador e conteúdo aplicável às aulas de Educação Física. Verificou-se, então, que, na opinião dos participantes, o Atletismo apresenta grande potencialidade para o tratamento da História e Cultura Afro-Brasileira em aulas de Educação Física.

Inglês

With Law No. 10,639 and its 2003 redesign, the Law No. 11,645 of 2008 became compulsory education not only ofhistory but also of african-Brazilian culture in elementary and middle school. Seeking to present this culture through play, games,dances, sports and struggles of black origin or valued by this population, was born this research, with the goal of checking how willthe Black Body Culture is discussed in Physical Education from the initial series Elementary School I. For this, an analysis wasmade from the literature on athematic, which showed that no one speaks of Body Culture Black full with students from elementaryschool, but only piecemeal in content categories: game, game, fight , dance, body expression.

Ickes, Scott. African-Brazilian Culture and Regional Identity in Bahia, Brazil. Gainesville, FL: UP of Florida, 2013. 322 pp. Illustrations. Appendix. Glossary. Bibliography. Index.

Ickes, Scott. African-Brazilian Culture and Regional Identity in Bahia, Brazil. Gainesville, FL: UP of Florida, 2013. 322 pp. Illustrations. Appendix. Glossary. Bibliography. Index.

Scott Ickes , African-Brazilian Culture and Regional Identity in Bahia, Brazil (Gainesville, FL: University Press of Florida, 2013), pp. xi + 322, $74.95, hb.

Scott Ickes , African-Brazilian Culture and Regional Identity in Bahia, Brazil (Gainesville, FL: University Press of Florida, 2013), pp. xi + 322, $74.95, hb.

Africana, Slavery & Diaspora Studies - African-Brazilian Culture and Regional Identity in Bahia, Brazil. By Scott Ickes . Gainesville: University Press of Florida, 2013. Pp. xiii, 325. Illustrations. Appendix. Notes. Glossary. Bibliography. Index. $74.95 cloth.

Africana, Slavery & Diaspora Studies - African-Brazilian Culture and Regional Identity in Bahia, Brazil. By Scott Ickes . Gainesville: University Press of Florida, 2013. Pp. xiii, 325. Illustrations. Appendix. Notes. Glossary. Bibliography. Index. $74.95 cloth. - Volume 72 Issue 2

RECONHECIMENTO JUDICIAL DAS RELIGIÕES DE ORIGEM AFRICANA E O NOVO PARADIGMA INTERPRETATIVO DA LIBERDADE DE CULTO E DE CRENÇA NO DIREITO BRASILEIRO

The considerable increase in the number of cases judicialized in recent decades, including the right to freedom of worship and belief of African-rooted religions,make us believe that we are witnessing the emergence of a new phenomenon to be studied: the legalization of african-Brazilian religiosity. It arises marked by manifestations of the courts on the amplitude and the characterization of the freedom to worship and belief in the religions of African origin and the right to preserve african-Brazilian culture, especially when they are in collision with rights such as freedom of expression and opinion, the protection of children and adolescents, fauna and flora, to life and physical integrity, health and peace. But at the same time expanding your search for the judiciary to stand on those issues, we realize that judges demonstrate some difficulty or discomfort in dealing with such situations, either through ignorance or because the theme of cultural and historical prejudices. In this context, the purpose of this paper is to analyze the relationships between religions and the right order to investigate whether these relationships interfere with the onstruction or deconstruction of tolerance and religious intolerance and the ability or inability of new designs of both the performance of the legal system and national court to guarantee the right to religious freedom as relations of tolerance / intolerance between different religious denominations.

EDUCAÇÃO FÍSICA E A APLICAÇÃO DA LEI Nº 10.639/03: ANÁLISE DA LEGALIDADE DO ENSINO DA CULTURA AFRO-BRASILEIRA E AFRICANA EM UMA ESCOLA MUNICIPAL DO RS

Este estudo analisa a legalidade do ensino da cultura afro-brasileira, a partir das relações entre a singularidade da aplicação da Lei nº10. 639/03, inserida no particular do trabalho pedagógico do professor de Educação Física, que vem se alocar com as relações gerais das políticas educacionais. Para tal desafio, problematizamos o contexto das escolas municipais de Bagé-RS, utilizando a técnica de análise de conteúdo bibliográfico e grupo focal. Constatamos que a referida lei representa uma política educacional que legitima uma sociedade de classe, uma vez que propõe inclusão em uma sociedade cuja estrutura é desigual e excludente.

AS DIFERENTES CULTURAS NA EDUCAÇÃO EM ASTRONOMIA E SEUS SIGNIFICADOS EM SALA DE AULA

O presente trabalho apresenta uma reflexão acerca da utilização da História da Ciência no currículo da educação formal, por meio da discussão relativa ao emprego de elementos culturais de grupos étnicos em ações voltadas à educação em Astronomia. O trabalho foi desenvolvido no âmbito de um curso de extensão e a análise aqui empreendida refere-se a um encontro que abordou sequências didáticas relativas àquele tema, com fundamento na lei 11.645/2008 e a obrigatoriedade de abordagem da temática “História e Cultura Afro-Brasileira e Indígena” no currículo oficial. A ação de extensão ocorreu junto a professores que ensinam Ciências da Natureza, no interior do estado de São Paulo, discutindo-se temas relativos ao uso de História da Ciência e o relacionamento com cosmogonias oriundas dos povos Iorubá e Tupi, evidenciando como podem enriquecer o trabalho com a(s) Astronomia(s) em sala de aula. Observou-se que os participantes ainda não haviam apresentado estes temas em suas aulas e, igualmente, não participaram de cursos de formação que contemplassem a referida temática.

A cultura afro-brasileira na construção de personagens de Mar Morto e Ponciá Vicêncio

This work is the result of the studies on the works Mar Morto by Jorge Amado (2008) and Poncia Vicencio by Conceicao Evaristo (2003) with regard to its narrative peculiarities and the presence of African-Brazilian culture. The study of culture concerns the literary representation of deities which relate not only to religious values, but also the characters’ profiles delineated in the plot. For this study, we highlight the book Mitologia dos Orixas by Reginaldo Prandi (2001), Antonio Candido (1970) and Beth Brait (1985) studies about the fictional character, and the theory about space by Dimas Antonio (1985).

Training educators in anti-racism and pluriculturalismo: recent experiences from Brazil

This article examines educator participation in training initiatives based on Brazilian federal education legislation (Law 10,639 from 2003) in one city in the state of São Paulo. Law 10,639/03 represents a significant moment in the institutionalization of ethno-racial policies in Brazil over the past 15 years. It makes obligatory the teaching of African and Black Brazilian history and culture in all school subjects, and requires in-depth study of black contributions in the social, economic, and political spheres. The article first contextualizes understandings of race and racism in Brazil, followed by an elaboration of the political and epistemological underpinnings of ethno-racial educational reforms focused on Afro-descendants. The article then analyzes the contradictory processes that emerge from teacher training initiatives where the perspectives of anti-racism, multiculturalism (pluriculturalismo), racial democracy, and miscegenation intermingle and get reconfigured into understandings that have the potential to advance as well as impede critical engagement with racism and racial inequality. Rather than view teacher training initiatives as default decolonization or inevitable co-optation, this article outlines a more complex and contradictory account of state-society collaborations on educational initiatives. The article reveals the practical challenges of decolonization to argue that anti-racist activism in the educational sphere must take seriously the variable and contingent results of such political efforts in order to meet teachers where they are at while also challenging them to go beyond these limitations.

African-Brazilian Culture and Regional Identity in Bahia, Brazil

African-Brazilian Culture and Regional Identity in Bahia, Brazil

Cultura afro-brasileira: um olhar docente da educação básica de Cruz Alta

The research project titled History and Afro-Brazilian - Law 10.639/2003: as a path in the process of teaching formation, aims to bring some notes on the inclusion of the teaching of African-Brazilian culture in the curriculum of the educational system and its insertion practices developed in the classroom. It was submitted to the Institutional Program for Scientific Initiation Scholarships - PIBIC University of Cruz Alta and seeks to nurture the core objective for knowledge production, the preparation of teachers and the promotion of activities in the field of relations racial ethnical. We analyzed issues from the perspectives of the performance of teachers in the classroom, as well as any challenges in recent years for educators to teach this subject still new in the school curriculum.

African-Brazilian culture and regional identity in Bahia, Brazil

African-Brazilian culture and regional identity in Bahia, Brazil

Marketing strategies within an African-Brazilian martial art

This paper analyzes the marketing strategies of groups that practise capoeira, a martial art of African-Brazilian origins. Group leaders seek financial and symbolic success in competitive Brazilian and international markets. Leaders use several marketing strategies to augment their prestige, student base and remuneration. They present their martial art classes as authentic African-descendant culture, a venue to maintain Brazilian traditions, and as an art of resistance against racial discrimination. We show that the marketing of capoeira, which includes the (un)intentional disguising of its product dimensions and the celebration of a lineage of ‘authentic’ mestres (masters), has its roots in the first half of the twentieth century, when the first two capoeira schools emerged in the physical culture scene of Bahia, Brazil. We interrogate the ways in which the reification of African-Brazilian culture through capoeira relies on students' psychic distance from Brazilian culture and cosmopolitan desires for cross-cultural consumption.

African Brazilian Literature, Culture and History: a Selective Bibliography

African Brazilian Literature, Culture and History: a Selective Bibliography