Rap pedagogies: rap as a possibility of pedagogical pluralization

Abstract

The article revisits the concept of pedagogy, traditionally limited to schooled education, and explores how contemporary educational practices, such as rap, can expand this definition. Historically seen as a uniform and normative model, Pedagogy has not been able to cope with practices outside the school environment. The text suggests a redefinition of Pedagogy to include cultural and social approaches, highlighting rap as a form of cultural pedagogy. The research investigates how rap, as a cultural and musical practice, can be understood as an unconventional pedagogical instrument that teaches and forms subjects. In methodological terms, this is a qualitative study with an exploratory and explanatory approach. It adopts a critical and intersectional perspective, where the study argues that the rapper, as an intellectual and activist, challenges established norms and promotes reflection and social transformation, representing a powerful form of pedagogy in the current cultural and social context.