Considerações sobre a pedagogia hip-hop em Goiânia - Goiás

Abstract

We investigate in this research the educational practices present in Hip-Hop culture in Goiânia, understanding the movement as a space of resistance, identity, and construction of autonomous knowledge. Our objective is to identify educational processes arising from Hip-Hop culture that have emancipatory potential and critical formation, aligned with a liberating and anti-racist education. As fieldwork, we focus on the Youth Reference Center of Goiás – CRJ, analyzing its cultural manifestations and their relations with learning. As methodological assumptions, this is a participatory action-research (PAR) (Fals Borda, 2015), with bibliographic survey and field research. The reality of analysis will be manifestations of Hip-Hop culture in the city of Goiânia, specifically at the CRJ. Conversations (Beatriz Souza, Julia Gurgel, Nivea Andrade, 2019) are used for the construction of knowledge in the field from the perspective of the Praxiologies of Central Brazil (Rosane Pessoa, Kleber Silva, and Carla Freitas, 2021) and engaged listening (Capparelli, 2025). The research is based on decolonial epistemologies and dialogues with authors such as Freire (1986, 1987, 1996), bell hooks (2023), in addition to the debate on Hip-Hop Pedagogy with Marc Hill (2014) and Cristiane Dias (2019), among others. As an expected result, we seek to highlight how the educational practices developed in Hip-Hop contribute to the autonomy and critical literacy of young people, in addition to strengthening the debate on the implementation of educational policies aimed at valuing Afro-Brazilian culture, as provided for in Laws nº 10.639/03 and nº 11.645/08. The research is part of the discussion on the urgency of an education (whether formal or not) that contemplates the identities and narratives of historically marginalized peoples in Brazil.