<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2526-8449</journal-id>
<journal-title><![CDATA[Linguagens, Educação e Sociedade (LES)]]></journal-title>
<abbrev-journal-title><![CDATA[Revista LES]]></abbrev-journal-title>
<issn>2526-8449</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Piauí]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-84492024000200201</article-id>
<article-id pub-id-type="doi">10.26694/rles.v28i57.4669</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O GRIÔ DENTRO E FORA DA ESCOLA: PARA UMA EDUCAÇÃO DECOLONIAL]]></article-title>
<article-title xml:lang="en"><![CDATA[THE GRIOT INSIDE AND OUTSIDE OF SCHOOL: TOWARDS A DECOLONIAL EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[EL GRIOT DENTRO Y FUERA DE LA ESCUELA: PARA UNA EDUCACIÓN DECOLONIAL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salom]]></surname>
<given-names><![CDATA[Julio Souto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<volume>28</volume>
<numero>57</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-84492024000200201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-84492024000200201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-84492024000200201&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A inclusão da perspectiva afro-brasileira na educação formal teve importantes avanços nas últimas décadas, possibilitando inovações pedagógicas para a descolonização da educação. Dentre as mudanças, observamos a presença de mestres griôs nas escolas, introduzindo conhecimentos e procedimentos didáticos oriundos de espaços culturais extra-acadêmicos. O objetivo deste estudo é seguir os griôs dentro e fora da escola, para entender a conexão entre as práticas educativas no espaço formal e os saberes e fazeres ancestrais construídos em espaços tradicionais. Começamos com uma contextualização geral da figura dos griots em contexto africano e a sua crescente presença no Brasil atual, reconstruindo o processo da sua recente proliferação. Depois realizamos um acompanhamento etnográfico das atividades educativas de dois griôs na região metropolitana de Porto Alegre. Durante vários meses, observamos as atividades dos griôs na escola (rodas de conversa, palestras, apresentações teatrais) e fora da escola (encontro de capoeiristas, aulas de yorubá em terreiras de batuque). Os resultados mostram que a vivência extra-acadêmica dos griôs é fundamental na sua atuação escolar. Destaca o estudo das marcas linguísticas africanas no português falado no Brasil e do racismo colonial sem temporalidade linear. A história e cultura africana e afro-brasileira não são abordadas como um frio componente curricular, mas desde a sensibilidade afetiva e a firmeza antirracista, confrontando a inércia colonial de algumas práticas arraigadas no cotidiano escolar. Concluímos que a colaboração dos griôs no ensino formal tem enormes potenciais para descolonizar a educação, desde que articulada com a atuação dos docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The inclusion of the Afro-Brazilian perspective in formal education has made important advances in recent decades, enabling pedagogical innovations for the decolonization of education. Among the changes, we observed the presence of griots in schools, incorporating knowledge and teaching procedures from extraacademic spaces. The objective of this study is to follow the griots inside and outside the school, to understand the connection between educational practices in the formal space and the ancestral knowledge built in traditional spaces. We begin with a general contextualization of the figure of griots in an African context and their growing presence in Brazil today, reconstructing the process of their recent proliferation. Afterwards, we carried out an ethnographic monitoring of the educational activities of two griots in the metropolitan region of Porto Alegre. For several months, we observed the activities of griots at school (conversation circles, lectures, theatrical presentations) and outside of school (Capoeira meeting, Yoruba classes in terreiras of Batuque). The extra-academic experience of griots is fundamental in their performance at school. We highlight the study of African linguistic marks in Portuguese spoken in Brazil and colonial racism without linear temporality. With this, African and Afro-Brazilian history and culture is not introduced as a cold curricular component, but from an affective sensitivity and anti-racist position, confronting the colonial inertia of some practices rooted in everyday school life. We conclude that the collaboration of griôs in formal education has enormous potential to decolonize education, as long as it is coordinated with the actions of teachers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La inclusión de la perspectiva afrobrasileña en la educación formal avanzó las últimas décadas, permitiendo innovaciones pedagógicas para la descolonización educativa. Entre los cambios, observamos la presencia de griots en escuelas, introduciendo conocimientos y procedimientos didácticos de espacios culturales extra-académicos. El objetivo del estudio es seguir a los griots dentro y fuera de la escuela, observando la conexión entre las prácticas educativas en espacio formal y los saberes y prácticas ancestrales construidas en espacios tradicionales. Comenzamos contextualizando la figura del griot en contexto africano y su creciente presencia en Brasil actualmente, reconstruyendo el proceso de su reciente proliferación. Posteriormente, realizamos un seguimiento etnográfico de las actividades educativas de dos griots en la región metropolitana de Porto Alegre. Durante varios meses, observamos las actividades de los griots en la escuela (círculos de conversación, conferencias, representaciones teatrales) y fuera de la escuela (encuentro de capoeira, clases de yoruba en terreiras de Batuque). Los resultados muestran que la experiencia extra-académica de los griots es fundamental para sus prácticas escolares. Destaca el estudio de marcas lingüísticas africanas en el portugués hablado en Brasil y el racismo colonial sin temporalidad lineal. Con esto, la historia y la cultura africana y afrobrasileña no son abordados como un frío componente curricular, sino desde una sensibilidad afectiva y una posición antirracista, confrontando la inercia colonial de algunas prácticas arraigadas en la vida escolar. Concluímos que la colaboración de los griots en la educación formal tiene enorme potencial para descolonizar la educación si se coordinan con los docentes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Griôs]]></kwd>
<kwd lng="pt"><![CDATA[Educação Decolonial]]></kwd>
<kwd lng="pt"><![CDATA[História africana e afro-brasileira.]]></kwd>
<kwd lng="en"><![CDATA[Griots]]></kwd>
<kwd lng="en"><![CDATA[Decolonial Education]]></kwd>
<kwd lng="en"><![CDATA[African and Afro-Brazilian History.]]></kwd>
<kwd lng="es"><![CDATA[Griots]]></kwd>
<kwd lng="es"><![CDATA[Educación Descolonial]]></kwd>
<kwd lng="es"><![CDATA[Historia africana y afrobrasileña.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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