Hip-hop : educabilidades e traços culturais em movimento.

Abstract

This work is an investigation of the elements and cultural activities of the hip-hop movement considered as knowledge and learning trans-school processes for its social actions that potentialize new educabilidades and cultural traces. It is a study of other knowledge and human ways of being that take place from and beyond traditional pedagogical time-space and arise inside a constant movement of individuals searching for knowledge. I have tried to understand the flow of meanings in this web of educabilidades as dialectic productions of knowledge and organize it in three complex areas, according to its nature and evolutionary tendencies. These areas were built through open reflection and I have decided to name them expressive-identity, ethic-aesthetic and social-politic. This approach facilitated the organization of the information collected in this research and it is being constructed as a flexible technique, not definite, but appropriate for the perception, analyses and comprehension of several traces and cultural elements that form the hip-hop movement. In addition, it helps to think diverse aspects of one of the main objectives of this research that is the revelation of other meanings of these educabilidades, exalting them in importance as formative and transformative social actions of the youth and of theirs realities in different suburbs, especially in Santa Cruz do Sul city – RS. This work is part of my path of educator through different direct insertions in time-space in the hip-hop culture expression, as well as the dialogue with different groups and individuals who find, question, recreate and assume their identities in this culture. The stronger desire in this investigation is building references to new ways of teaching and learning in a wider and more complex context, such as the hip-hop movement. In other words, I present possible steps for pedagogical observation that is also linked to the search of meanings about some aspects of cultural elements of the hip-hop movement, bringing a little of its history and its constitutive methodologies as possible paths and new perturbations and challenges to the academy. In order to achieve that, I try to rethink these ways of being and making of the culture which forms and informs the hip-hop in the opened social context as instances and tools that broaden our effort as educators in reorganizing school – its subjects, processes and structures of formal teaching and learning. Thus, the perspectives and challenges of this study points to some methodologies of construction and to certain characteristics of different individuals and cultural practices that constitutes the hip-hop movement – mutabilidades, recursividades, dialogicidades, vivências, midiaticidades, autopoiesis, perturbations, transitorities, appropriations, territorialidades – as the main contributions of our happy painful and inevitable collective work of rebuilding the school and education that we have today.