A pedagogia do teatro negro como movimento político, emancipatório e educador sob o prisma do Iñaron

Abstract

Black Theater Pedagogy translates into the experience of aesthetic and political resistance and produces a type of knowledge that arises from scenic manifestations originating from the Afro-Atlantic diaspora and involved with black aesthetics. This study addresses the educational principles and emancipatory knowledge involved in the phenomenon of black theater, its possible consequences and social, political and pedagogical impacts. Starting from the understanding of theater as an educational action, the research analyzes the pedagogical processes identified in manifestations of black theater, seeking to understand how this phenomenon contributed to the reformulation of social movements for anti-racist education and the affirmation of black identity. This investigation is based around Black Theater Pedagogy, aiming to collect data and information about the pedagogical processes of aesthetic and scenic manifestations, through documentary analysis and dialogue with theater professionals. For a broad understanding of theatrical production, we also seek to investigate the different roles and functions in the field of theater, as they are expressed in the context of black theater, as well as in the scenario of needs and motivations for the construction of emancipatory pedagogical practices. The methodological approach of this study focuses on bibliographic and documentary research, as well as the investigation of the manifestations of the Black Theater in Salvador/BA in its ontological dimension, marked both by the emergence of important cultural and theatrical groups engaged with social struggles, and by the interaction between the Black Theater and the actions that culminated in the genesis of the Unified Black Movement (MNU) in the capital of Bahia. The event of Teatro Negro will be analyzed through the artistic, intellectual and pedagogical production of the Palmares Iñaron Theater Group, which emerged in 1976 and acted directly in the context of the genesis of Teatro Negro in the capital of Bahia, understanding the pedagogical processes of the scene, its diversity of performance, training, research and recording of black artistic production. The study also aims to contribute to the understanding of Black Theater Pedagogy, based on scenic play, critical reflection on the dialogic relationship with the spectator and the playful presence of a specific way of producing theater and education.