Pretagogia e rap: sentidos e acontecimentos de um currículo no contexto escolar carioca

Abstract

This dissertation investigates Rap music as a pedagogical practice of resistance and re-existence, proposing an black curriculum grounded in the concepts of Pretagogia and decoloniality-as-project. The research arises from an implicated writing, shaped by the lived experience of a black woman, educator, and favela resident who understands school as a territory of disputes and possibilities. Based on postcolonial, decolonial, and Afro-diasporic frameworks, this study explores the rhythms and Flows of Rap as a powerful language for the construction of knowledge, recognizing its capacity to challenge traditional school curricula. The work articulates the concepts of colonialism, coloniality, decolonization, and decoloniality to assert Rap as an insurgent aesthetic and a method of confronting epistemicide. Through interviews with public school teachers in Rio de Janeiro who incorporate Rap in their educational practices, the study analyses how this musical genre becomes a didactic, political, and affective tool. It argues that when Rap is embraced as knowledge and language within the school context, it promotes epistemic shifts and creates paths toward pretagogical practices, where collectivity, listening, and ancestry serve as foundational principles of an alternative educational project, one that recognizes and values peripheral knowledges, racialized bodies, and Black epistemologies as central to a plural, decolonial, and antiracist curriculum.