When We Learn Through Other Languages and Narratives: Decolonialities in the Arts, in Ancestral Languages, and in Performative Bodies
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Abstract
The detailed denunciation of racial capitalism and the colonial past shapes power structures (Vergès, 2020), which are often perpetuated in textbooks through the silencing of African and Indigenous cultural matrices and the imposition of a Eurocentric curriculum. Breaking away from “academic sameness” (Sonia Alvarez, 2019) requires commitment and rigor, methodologies that discover, reveal, and promote new perspectives, problematizations, and approaches. In this sense, the research focuses on three different performances — two monologues and an opera — with the aim of analyzing the contexts in which the projects originated, identifying artistic practices used to transmit knowledge, with the protagonism of indigenous, black, and native women, and understanding the complexity of community contexts through these practices, as well as demonstrating how artistic production is making use of technologies, the use of memories, and multimedia combined with the traditional and community context. The methodology used is the case study, with the presentation of artistic projects led by women, and data collection based on performances and published materials. As a result, the aim is to foster debates on the artistic and cultural exchange proposed by these women, with a view to promoting respect for peoples and territories in their diversity, valuing traditional knowledge combined with different technologies and languages, to strengthen the community fabric (Segato, 2021).
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