A contribuição do movimento Hip Hop para a aprendizagem das linguagens artísticas na escola

Abstract

This dissertation aims to reflect on the contribution of the Hip Hop movement as a pedagogical tool applied to the teaching of arts, focusing primarily on experiences in public schools located in peripheral contexts. The artistic languages inherent to Hip Hop — such as rap, graffiti, breakdance, and DJing — were explored as legitimate forms of aesthetic expression, with emphasis on music, especially rap, which stood out as the guiding language of the developed activities through orality, rhythm, and urban poetry. Based on a qualitative methodology and participant observation in six 1st-year high school classes at Escola Estadual Professora Diana Pinheiro, activities were carried out, including a seminar on the origins of Hip Hop, creation of graffiti in notebooks, rap battles, and interpretation of rap songs. The results revealed greater student engagement, strengthened self-esteem, and the expression of youth identities. Hip Hop, as a cultural expression and artistic language, can contribute to the construction of a more plural, inclusive curriculum that is connected to students’ experiences. By bringing to school elements already present in their lives, such as the music they listen to, the art they produce in the streets, and the themes they discuss in their communities, Hip Hop brings school content closer to students’ reality, promoting belonging, active listening, and cultural protagonism.