RAP na socioeducação: reflexões e vivências musicais com os estudantes da UASE 1 em Ananindeua

Abstract

The present work seeks to investigate how the practice of rap can provide reflections to adolescents who comply with a socio-educational measure of deprivation of liberty. The investigation seeks to understand how the musical artistic experiences experienced in the process of composition, interpretation and enjoyment of this musical genre can awaken reflections and states of consciousness of this adolescent deprived of freedom aiming at his process of resocialization. The dissertation writing presented here brings the qualitative approach and as a method the ethnographic because it aims to observe the cultural practices of this group of adolescents, starting from their experiences with the rap genre and providing other levels of experiences with the genre in question such as: Collective compositions, conversation wheels and the recording of their compositions. The workshops resulted in twelve rap compositions made by the students. The Author points out that the action envisaged as a solution to be proposed in the action-research methodology. The journey undertaken in this work was developed on the prism of pedagogy of the presence of Antônio Carlos da Costa (2006), which highlights the teacher/researcher as the one who provides the space for dialogue and reflection based on the need of this student deprived of freedom. As a methodology we trigger the rap and psychodrama workshops proposed by Tomasello (2006), which focuses on the process of socioaffective interaction among young people in the construction of narratives that drive the compositional process of rap and its strength in pedagogical praxis on the themes of family, violence, youth, rebeginning, art and freedom.