Teatro em perspectiva antirracista e o ensino-aprendizagem com surdos e surdas: sinalizações afrodiaspóricas, caminhos ancestrais

Abstract

The present work aims to investigate accessible scenic creation experiences in the teaching-learning of deaf students, from the perspective of anti-racist education, reflecting through such propositions on the effectiveness of public policies aimed at ethnic-racial issues and from deafness. I use as a territory the floor of the school from a bilingual perspective for deaf people, space and educational context claimed by the Brazilian deaf community in its many struggle movements in defense of Libras and the ways of apprehending the world that derive from it. Such considerations mobilized in me the following problematization: how to articulate accessible scenic experiences in the teaching-learning of Theater with deaf students of Basic Education in Salvador-BA, mobilized by an anti-racist education perspective? The methodology used consists of a qualitative approach, based on ethnographic research, demarcated by the relevant aspect that its methods are not given in a rigid way, and can be established or reestablished based on the researcher's observations and the situations that arise in the process. As a theoretical reference, the arguments are articulated with the studies proposed by the researchers Conrado (2017), Dumas (2013), Lima (2015; 2020), Nascimento (2005; 2016) in artistic knowledge in Afroperspective; with Mendonça (2009; 2017; 2019; 2020) in the theatrical approach of materialities as a pre-text in the creation process in the classroom; in Boal (1996; 2009; 2012), which mobilizes us to think through Theater-Image a theatrical performance that is not guided by the spoken word; with Ferreira (2018), Lima (2015) and Gomes (2010; 2011; 2012) on racial issues at school; in Strobel (2018), Campelo (2008) and Rebouças (2019), in his studies on visual pedagogy in the teaching-learning of deaf people, among other scholars who analyze the social implications placed here, enabling us think your crosses. During the classes and the creative experiences mobilized in the classroom, it has been possible to perceive that the deaf students were subjectively forged by negative values on ethnic-racial issues and their identity referential, denying them, sometimes, however, as they they were stimulated to interact with the materials through exercises and games, the pleasurable dynamics broke the distancing posture.