Ensino de história e Poetry Slam: interseccionalidades e transgressões das meninas negras da periferia de Teresina-PI

Abstract

The present research proposal has as a central objective to investigate the potential of Slam as a didactical instrument in History classes in the final years of Elementary School for empowering periphery girls in the metropolitan area of Teresina as well as to the promotion of citizen acting of youth. It is understood by Slamm (or Poetry Slam) a competition of spoken poetry created in the United States by Marc Smith, more specifically in Chicago in the 1980’s and arrived in Brazil in 2008 brought by Roberta Estrela D’Alva and has extensively young participation. (Souza, 2021). My intention in this work is to investigate how the peripheries female subjectivities are presents in Poetry Slam, in general, and in the material “Slam Insubmisso 2021” specifically, and how the authors has taken the word to themselves, becoming subjects and representing them in a logic opposite to racism and sexism. Thus, I propose to analyze the narratives in the poetries, to present Slam as a powerful didactical resource to be used in the classes of History to discuss the ways of transgression, insubmission, freedom, other ways of resist (re)exist played by women, majoritarily, black peripheric women. When working with these sources, I intend to develop an emancipator teaching, where the tennager is able ro produce historical knowledge through dialogue with the living of slammers, described in poems and in the concepts related to the history of peripheric youth and black feminism. As an educational product, I intend to elaborate a proposal of pedagogical workshops which show and instumentatizem the students and teachers to experience the Slam practice as a didactical resource in the History classes of final years of Elementary school. From the analyses of theses poetries and of the slam itself, while counter hegemonic poetry and how and discourse produce by and for the youth, we intend to subvert the pre established order of classrooms where predominates the pedagogy of silencing and to provoke the students to rise the voice and realize the school as space where their subjectivies, their needs and livings have visibility.