Scene, music, and curriculum decolonization: Racial literacy and collective creation in elementary education

Abstract

The pedagogical project “The Musical Adventures of Zaki” presents an interdisciplinary approach designed for 6th-grade elementary school classes, integrating artistic and educational practices that promote racial literacy and the appreciation of Afro-Brazilian cultural heritage. The original narrative of Zaki — a boy who explores Afro-Brazilian rhythms with the help of a magical atabaque drum — serves as a guiding thread for reflections on ancestry, diversity, and resistance. The methodology is organized into three stages: (1) scenic-musical games, introducing rhythms, gestures, and movements; (2) performance and appreciation, exploring connections between music and theatre; and (3) collective creation, culminating in the production of a theatrical play developed by the students. Expected outcomes include strengthening student protagonism, deconstructing stereotypes, and expanding cultural and critical repertoires. The project aims to contribute to transforming the public school into a space of cultural resistance and social emancipation, in line with Laws 10.639/2003 and 11.645/2008.