Tambor dialético | o barro pensa, a forma, o tempo é quem dá

Abstract

This study investigates the African philosophies present in Sapê do Norte as an African and indigenous epistemological system present in the northern region of the State of Espírito Santo. To this end, we used authors such as Tiganá Santos (2019), Adilbênia Machado (2018), Leda Martins (2003), Olindina Serafim (2009; 2020), Shila Joaquim (2018; 2022), Vitor Trindade (2019), Paulo Freire (2021 ), Simone Ferreira (2010; 2018), Osvaldo Oliveira (2011; 2016), among others. It is based on the premise that, in contact with such knowledge, it is possible for educators and researchers to establish a philosophical dialogue closer to the students' reality, both from the practical perspective of the classroom and from the theoretical/methodological perspective of scientific research. To this end, experiments were created integrating the languages ​​of drum and clay, in order to highlight the philosophical dimension of the festivals in devotion to São Benedito, where games interact, the authorship of which belongs to the players and party-goers of the quilombola territory Sapê do Norte. The creative process resulted in ceramic pieces – cosmograms and masts – that base, in their constituent elements, a critical reflection, composed of texts and conceptual maps constructed together. The interaction between drums, games and parties follow self-organized methods, equivalent to participatory action research, and generate our theoretical basis coming, among other origins, from Bantu-Kongo cosmology. Artists, educators and students working in rural education, quilombola education and critical environmental education collaborate in its creation. We maintain that the African philosophies present in Sapê do Norte respond to the demand for a contemporary education – complex and transdisciplinary – in resonance with the discussion on laws 10.639/03 and 11.645/08, established in the guidelines and bases of national education, which deal, respectively , on the teaching of African and indigenous cultures, as well as article 58 of the Statute of Children and Adolescents, which seeks to guarantee them, in the educational process, freedom of creation, respect and access to their cultural and artistic values and historical, specific to their social context.