Tudo que nois tem é nois: o rap como expressão artística e sua potência formativa em sala de aula

Abstract

This paper seeks to reflect on the potential of the Rap movement, an element of hip-hop culture, as an artistic expression that has at its base the denunciation of social inequalities. It intends to reflect on Rap as a street movement, in light of the concept of social and racial inequality, understanding it as a favela culture and as a possibility for the construction of critical thinking, as well as to analyze the possibilities of this movement in education. Rap is an acronym for Rhythm and Poetry, which in its free translation into Portuguese means “Ritmo e Poesia”. This musical genre is one of the elements that make up the hip-hop movement. The other elements are: break, which expresses dance; graffiti, painting; and the MC's (Master of Ceremonies or Rappers) and the DJ’s (disc jockeys), which together produce the Rap musical style. From a qualitative, bibliographical research, theoretical references were selected, studied, and systematized, such as: Andrade (1999), in order to understand the origins of the Rap movement in the 1990s in Brazil; Meirelles and Athayde (2014), who discuss the sociohistorical construction of Brazilian favelas as plural environments, crossed by social injustices; and Almeida (2019) who, analyzing the ways of confronting racial inequality, classifies the different conceptions of racism in society. Some excerpts from Rap songs that relate to curricular components of basic education are also analyzed, and that can be discussed in the classroom with students. In the first chapter, there is a discussion about economic inequality, the conditions imposed by extreme poverty, and also racial inequality as a characteristic of a racist society. In the second chapter, it is possible to reflect on the creative potential of the Rap cultural movement as an artistic expression that promotes discussions about blackness and anti-racism in its music, as well as the possibility of mediation of this movement in the classroom, mainly by inviting students to perceive social issues and debate about them. The findings of this research refer to the potentiality of hip-hop culture and the Rap musical movement, while the more the teaching dialogues with the reality of the students, the more valuable it can be. Bringing Rap into the school environment allows not only educators, but also students, coordinators and other members of the educational context to reflect on their pedagogical practices and possibilities of intervention, based on the hip-hop movement, specifically Rap