THE USES OF FUNK IN ANTI-RACIST EDUCATION: REFLECTIONS ON THE POWER OF MUSIC

This article presents reflections on the uses of funk parties' music in education and social action, especially in anti-racist education. The power of music will be considered through theoretical-methodological foundations with references from anti-racist education (GILBORN, 2007; GILROY, 2001; GOMES, N. 2017) and from the field of Social Sciences (DENORA, 2003; HENNION, 2001; PRIOR, 2011). We will also use tools from critical discourse analysis, by Van Dijk (2001). The analysis carried out opens space for it to be possible to think about funk not only in education, but also in the anti-racist struggle, where it is necessary to better reflect on the notions of culture and identity from a critical perspective. As these terms are often mobilized in thinking about music, this critical approach is crucial to understanding how funk parties music can be part of an anti-racist education. The proposal starts from an analysis of music in action. It will also be considered how the practice of anti-racist education still encounters resistance, disputes and ambiguities in its construction.