Language and art in intercultural contexts: the epistemological potential of rap for linguistic education of undergraduate indigenous teachers in Federal University of Goiás

Abstract

The reflections proposed in this work are within the scope of the activities developed in the Intercultural Education undergraduate course at XXXXXXX, whose main objective is to train indigenous teachers at a higher level to work in indigenous schools. Based on the principles of critical interculturality, transdisciplinarity and decoloniality, the pedagogical proposal of the course seeks to foster and implement the emergence of epistemological bases that were/are discarded by Modernity/Coloniality and potentialize them as foundations for more sensitive pedagogical practices to contemporary indigenous existences. In this context, the paper has as main objective to present ethnographic reflections originated in a pedagogical experience of linguistic education developed in the undergraduate course that concerns to an approach of the Hip Hop culture, assumed as a border epistemological locus founded on histories and bodies marginalized by Coloniality, whose power of communication crosses borders and creates contestation coalition networks, allowing subordinate groups to appropriate the historically denied enunciation and challenge the hegemony of global projects from their local histories, marked by violence and exclusion. From this situated pedagogical experience, it is possible to recognize the high degree of adherence of indigenous teachers to the potential anti-racist protest of Rap that manifests itself at different levels, including the themes of the lyrics that denounce the different forms of violence to which the indigenous peoples are subject in contemporary times, as well as the confrontation of modern ideologies of language expressed in the use of indigenous language resources in compositions.