O hip-hop enquanto forma de objetivação da resistência: possibilidades de trato do conhecimento na educação física no ensino médio

Abstract

The present dissertation has as its object of study the pedagogical treatment of hip-hop in PE classes for young people in high school, with a view to raising the theoretical capacity of these students (subjects inserted in the capitalist mode of production in the outlying neighborhoods where the mostly black and marginalized working classes resides), regarding this historical and socially accumulated content. To conduct the research, a bibliographic survey was made about the treatment of hip-hop knowledge in PE classes. We found that there are few studies focused on this topic, and those that exist are not grounded in the reality of public schools, nor are they related to the understanding of its students to hip-hop as an expression of active resistance and an instrument for the revolution. This state of art research sought to investigate pedagogical practices from the studies of Physical Education Methodological Critical Approach and Historical-Critical Pedagogy, both referenced in dialectical historical materialism assumptions, besides which it tries to justify the presence of the hip-hop movement in PE classes and their development as an expression of active resistance, aiming to raise the theoretical capacity of public school students, as well as strengthening their ability to observe, understand, explain and act in the world with a view to transforming it. It is concluded that treatment of hip-hop movement knowledge without the contribution of a critical pedagogical theory referenced in the assumptions of dialectical historical materialism contributes to the alienation of the subjects, thus limiting the possibilities of elaborating complex concepts that allow raising the theoretical capacity of the students, contributing also for the fragmentation of the content-form-recipient triad. This investigation generated a pedagogical proposal to the teaching of hip-hop in high school, configuring a new synthesis in favor of the development of a critical methodological approach to Physical Education from the assumptions of dialectical historical materialism.