Uma sequência didática sobre relações de gênero no ritmo do funk

Abstract

The text presents a Didactic Sequence (SD) to address gender issues in Elementary School I, through the appropriation of funk. In light of the theoretical contribution of interculturality, the proposal constituted the educational product of a master's thesis, defended within the scope of Teacher Training. SD was applied remotely due to the context of covid-19. The opportunized learning, which integrated action research (Thiollent, 2011) in the school space, started from the study of funk lyrics in order to problematize gender asymmetries. As it was considered an innovative pedagogical strategy capable of providing significant results, given the involvement of children, it is a viable suggestion for in-person, hybrid or remote formats.