Artykuły w czasopismach na temat „Terça Afro (Project : Brazil)”

The article deals with the historical paths of black ethnic-racial identity in Brazil. The text discusses the historical trajectory of the socio-racial relations of the black population in the 19th, 20th and 21st centuries from the perspective of building a black identity. In the 19th century, the Afro-Brazilian population encountered obstacles in building its own identity. In the 20th century, there was a more accentuated struggle for the construction of a black identity. In that century, identities called Sociological Subject (HALL, 2006), Resistance and Project (CASTELLS, 1999) were configured. In the 21st century there are advances in the construction of this identity due to the previous historical struggles of the black generations. The study points out the Resistance and Project identity models. The investigation consists of a descriptive-analytical study on the types of identities that coexisted and coexist in the process of Afro-Brazilian identity construction - from the 19th to the 21st century in the perspectives of Hall (2006; 2011) and Castells (1999; 2002), Elias (1994; 2001) and Goffman (1999; 2004). The study concludes that in each historical moment the Afro-Brazilian population built a singularity of identity in the light of delimited theorists.

This paper discusses racial relations in teaching of children´s and young literature in Brazil. Based on the laws 10.639/2003 and 11.645/2008, which require that Brazilian schools teach the history and culture of Afro-Brazilians and Native Nations, we seek to problematize the applied research project From Reader To Reader, considering the effectiveness of the cited laws and the receiving of the African and Afro-Brazilian literary books brought together in Kit Afro: an affirmative policy of democratization of the access to literary production for diversity implemented by the Municipal Teaching Network of Belo Horizonte. Our discussions are guided by studies about race relations in Brazil (GOMES, 2012), teaching of literature (OLIVEIRA, 2015) and transcultural and decolonial pedagogy (HOPENHAY, 2009; WALSH, 2017).

We analyze, in this article, the production of knowledge in the teaching and learning relationships with the Afro-Brazilian Scenic Dance (ABSD) created in the daily life of the after-school project of a municipal public school in Vitória/ES. The investigation takes place from field observations for master's research. We selected pedagogical experiences carried out by a teacher in Physical Education with ABSD, whose actions involve aspects that relate the figures of learning proposed by Charlot (2000) and which consist of a challenge for the area. The analyses dialogue with the relationship with knowledge in Physical Education and ethnic-racial issues. The analyzes dialogue with the relationship with knowledge in Physical Education and ethnic-racial issues, since the approach to this content consists of a cultural element influenced by African culture in Brazil. The interrelationship between the ways of learning can provide experiences and opportunities for relationships with knowledge. We consider that the experiences collaborate to face the challenge of the area of ​​interconnecting the figures of learning without discarding the specificity of the field of action in the school.

In this paper, I discuss some of the processes that characterized the creation and consolidation of the University of International Integration of Afro-Brazilian Lusophony (Unilab) in Bahia, as part of the expansion project of public higher education in Brazil that was implemented during the Lula presidency (2003–2010) and defined in the government’s internationalization and regionalization project. To this end, I reviewed the literature and institutional documents from the past four years and analyzed observations of daily campus life. I highlight some challenges as well as possibilities for young international students, particularly young Africans from the five Portuguese-speaking countries, and for Brazilian nationals, too, which arise from the implementation of this public higher education expansion program in the Recôncavo Baiano region. Finally, I conclude with observations about the cultural diversity and social reality inherent to the context and discuss the conceptual and practical challenges and possibilities arising from that intercultural reality.

This contribution aims to share some experiences and methodological considerations that arose during an ethnobotanical research project with an Afro-Brazilian religious community in the city of São Paulo, Brazil. By presenting ontological features of plants used in religious practices, and the ways relations are created within this religious cosmology, this work opens a discussion about the political commitments of doing contemporary ethnobotanical science. When the ways of being and living in communities considered “traditional”—here referring to Afro-Brazilian religious communities, and specifically to the Umbanda Afro-Brazilian religion—are treated as equally valid, questions arise about the reaches of our own scientific practices, creating possibilities to construct practices and policies that preserve these communities’ vitality in the face of the overwhelming imposition of colonialism. In this sense, ethnobotanical research is at an analytical crossroads that can give the field an advantage over the political paralysis of the sciences and over the clandestine politicization of science as the spokesperson for a singular nature. These considerations lead to self-reflection on scientific expertise and democratic ways of producing knowledge about plants in plural cultural contexts.

Abstract By the end of the twentieth century, with the rise of multicultural discourses and identity politics, Latin American ideologies of racial mixture had become increasingly denounced as myths that conceal (and thus support) the reproduction of racial inequalities. These studies have largely been guided by comparisons between countries with widespread racial mixing (usually Brazil, Mexico or Colombia) and countries in which it was less encouraged and visible (most commonly, the USA). In this paper we move the focus to the diverse ways in which racial mixture currently impacts racial formations in the Latin America, looking initially at Brazil and Mexico, two of the largest countries in the region, and also those with the largest Afro-descendent and indigenous populations in the continent. For comparison, we analyze survey data from the PERLA project.

This brief Afroperspectivist study explores the articulation between the education of ethnic-racial relations and childhood studies. The generational issues of childhood are not dissociated from racialization. Therefore, racism is a phenomenon that needs to be tackled in children's contexts. This essay makes some complaints about situations of racism that afflict children in Brazil, and offers what we call pronouncements. We postulate that it is important to propose anti-racist paths. Afro-perspectivist philosophy operates on the assumption that childhood – approached as a philosophical concept - is the existential and political key to the promotion of afrotopia, which the Senegalese economist Felwine Sarr understands as a real historical possibility. We argue that the Western project promotes adulthood, which implies the colonization of life and the world. Our hypothesis is that through the promotion of childhood we can create the necessary conditions for anti-racist societies, and offer an afro-perspectivist understanding of childhood as a proactive indicator of the possibility other realities.

In the 1860s, when post-emancipation debates reached transnational significance, Brazil and the United States were the only two countries in the Americas where slavery was still legal. While Brazil was recognized as a place where “colour is no obstacle to advancement” (CHRISTIE, 1865, 78), the United States witnessed the emergence of the belief that “the races cannot live together in a state of freedom” (WEBB, 1853). Considering that context, the fortuitous encounter of a New York Times article from 1862 aroused my curiosity for it reported a project to transplant Afro-descendants from the United States to the Brazilian Amazon. Such a project remained virtually ignored by the Brazilian historiography, except for the book published by Nícia Vilela Luz in 1968, denouncing the American intentions to colonize the Amazon. Although the so-called “negro colonization” project never yielded an official proposition to the Brazilian government, it still deserves examination. I argue that, in the present context of global exchanges and migrations, this historical event gains new relevance. The intention of transferring an entire category of the population from one national territory to another raises questions about citizenship and national sovereignty. At the same time, it opens the opportunity for a transnational approach that can illuminate otherwise unseen aspects of migrations.

After deletion of slavery in Brazil and the granting of citizenship to Afro-descendants, their incorporation into Brazilian society was not tolerated. During the first decade of the 20th century, African mores and cultures were repressed in public spaces and excluded from the project of identity construction. Brazilian national. By the action of the Black Front (Frente Negra Brasileira) through the struggles for social and civic rights and identity claims initiated at the beginning of the 20th century and continued during the second half of this century by the movements of black intellectual lobbies and Brazilian social actors, that the question of the recognition and legitimization of African heritage in Brazil will become a national concern and the subject of debate. To this end, the Brazilian President Getúlio Vargas initiated actions that will be perpetuated by his successors for the national recognition of African values inherited from slaves.

This essay analyzes the historical and aesthetic significance of the visual art project Assentamento(s) (2012-2013) by Rosana Paulino. Her work re- inscribes the black female body into the historical narrative of Brazil, complicating long-established notions of “Brazilianness”. By using art techniques and materials that combine lithography, digital printing, drawing, sewing, video, and sculpting, Paulino develops a multi-layered artistic assembly that she describes as a process of refazimento (“remaking”). Paulino pushes the boundaries of the historical archives, highlighting both the struggles and agency of black women within Brazilian society. I argue that, as a contemporary black woman visual artist, Paulino engages in a method of historical interpretation that Saidiya Hartman defines as “critical fabulation”. My study explores how Paulino’s refazimento represents a method of inquiry that confronts the legacies of Brazil’s racial democracy and its ideology of mestiçagem. Paulino’s visuality reclaims Afro-Brazilian ancestral memory and black female complex subjectivities.

RESUMOO objetivo do trabalho é inscrever os enfrentamentos para implementação de um projeto interdisciplinar em escola pública periférica, sobre a cultura afro-brasileira. Justifica-se a partir de evidências cotidianas e estatísticas onde os sujeitos negros são “invisibilizados” nas narrativas que compõem a identidade nacional brasileira. Pelas narrativas das professoras envolvidas no projeto, buscou-se problematizar, contextualizar e refletir a partir de bibliografia majoritariamente negra, as crises e dramas do cotidiano escolar específicos ao recorte racial. Considera-se que professoras e professores necessitam fazer voz para que a prática de enaltecer a pluralidade de existências e a luta do povo negro no Brasil ocorra não apenas em datas específicas, mas ao longo de todo o ano letivo.Consciência negra. Racismo. Escola. Narrativas. Projeto interdisciplinar. ABSTRACTThe work objective is to register the confrontations for the implementation of an interdisciplinary project in a peripheral public school, about Afro-Brazilian culture. It is justified based on daily evidence and statistics where black people are “invisible” in the narratives that make up the Brazilian national identity. Through the narratives of the teachers involved in the project, we sought to problematize, contextualize, and reflect from a mostly black bibliography, such as crises and dramas of the school routine specifics to the racial profile. It is considered that qualified teachers need to make a voice so that the practice of extolling the plurality of existences and the struggle of the black people in Brazil occurs not only on specific dates, but throughout the school year.Black awareness. Racism. School. Narratives. Interdisciplinary project. RESUMENEl objetivo del trabajo es registrar los enfrentamientos para la implementación de un proyecto interdisciplinario en una escuela pública periférica, sobre la cultura afrobrasileña. Se justifica con base en evidencias y estadísticas diarias donde los sujetos negros son “invisibilizados” en las narrativas que conforman la identidad nacional brasileña. A través de las narrativas de las docentes involucradas en el proyecto, se buscó problematizar, contextualizar y reflexionar desde una bibliografía mayoritariamente negra, las crisis y dramas de la rutina escolar propios del contorno racial. Se considera que las profesoras y los profesores necesitan hacer una voz para que la práctica de ensalzar la pluralidad de existencias y la lucha del pueblo negro en Brasil ocurra no solo en fechas específicas, sino durante todo el año escolar.Conciencia negra. Racismo. Escuela. Narrativas. proyecto interdisciplinario. SOMMARIOL'obiettivo del lavoro è registrare i confronti per l'attuazione di un progetto interdisciplinare in una scuola pubblica periferica, sulla cultura afro-brasiliana. È giustificato sulla base di prove e statistiche quotidiane in cui i soggetti neri sono "invisibili" nelle narrazioni che compongono l'identità nazionale brasiliana. Attraverso le narrazioni dei docenti coinvolti nel progetto si è cercato di problematizzare, contestualizzare e riflettere da una bibliografia prevalentemente nera, le crisi e i drammi della routine scolastica tipica del profilo razziale. Si ritiene che gli insegnanti e le insegnanti debbano farsi una voce in modo che la pratica di esaltare la pluralità delle esistenze e la lotta dei neri in Brasile avvenga non solo in date specifiche, ma durante l'intero anno scolastico.Coscienza nera. Razzismo. Scuola. Narrazioni. progetto interdisciplinare.

This article discusses the urban art actions implemented during the pandemic in Brazil and their relationship with the decolonial turn in the arts. By examining examples such as the project Voices Against Racism and the CURA (Urban Art Circuit), which carried out numerous artistic-urban interventions in Brazilian cities involving Afro-descendant and Indigenous curators and artists, we propose a reflection on how urban spaces can enhance the city as a site of visibility and affirmation for marginalised groups and the political struggle in Latin American countries. With the closure of museums and other cultural institutions during the pandemic, cities became the epicentre of artistic and political expression. This coincided with the emergence of the decolonial movement in Brazilian arts and the social movements that fought against the obscurantist regime of the extreme-right government led by former President Jair Bolsonaro. While urban art has been traditionally analysed from the perspectives of art theories and cultural studies (e.g., through discussions on the divisions between the cult, the popular, and the mass), we argue that contemporary analyses require new parameters for an effective approach to this phenomenon, bringing together Latin-American studies and decolonial perspectives. Therefore, this study's primary objective is to significantly contribute to urban art studies by comprehensively understanding the city and its spaces of collectivisation as inherently transformative agents for fostering social change through artistic endeavours.

This article is dedicated to the development and presentation of the results of the first phase of implementation of the project "Knowledge, research and curricular innovations in teacher training for ethnic-racial diversity in higher education: questioning and contributions of ethnic-racial matrices and (NEAB / UFSCar), Brazil, linked to the Abdias Nascimento Academic Development Program, promoted by the Coordination for the Improvement of Higher Education Personnel (CAPES). The project aims to establish a transnational network of joint research between researchers in partnership with three international institutions: Universidad Distrital Francisco José de Caldas (Colombia), Georgia State University (USA) and Université Paris Nanterre (France). The project aims to analyze if and how the curriculum of teacher training courses are changing for the dialogue of ethnic-racial and cultural knowledge, African and Afro-descendant knowledge. In this article we present a review of the literature on this subject in the contexts of Colombia and the United States.ResumoEste artigo apresenta alguns resultados da primeira fase de implementação do projeto “Conhecimento, pesquisa e inovações curriculares na formação de professores para a diversidade étnico-racial no ensino superior: questionamentos e contribuições das matrizes étnico-raciais e culturais, de saberes africanos e afrodescendentes” do Núcleo de Estudos Afro-Brasileiros da Universidade Federal de São Carlos (NEAB/UFSCar), vinculado ao Programa de Desenvolvimento Acadêmico Abdias Nascimento fomentado pela Coordenação de Aperfeiçoamento do Pessoal de Nível Superior (CAPES). O projeto visa estabelecer uma rede transnacional de investigação conjunta entre pesquisadores e pesquisadoras em parceria com três instituições internacionais: Universidad Distrital Francisco José de Caldas (Colômbia), Georgia State University (EUA) e Université Paris Nanterre (França). O projeto objetiva analisar se e de que forma os currículos dos cursos de formação de professores estão se modificando para o diálogo de conhecimentos étnico-raciais e culturais, de saberes africanos e afrodescendentes. Neste artigo apresentamos um recorte do levantamento bibliográfico sobre este tema nos contextos da Colômbia e dos Estados Unidos.Keywords: Curriculum, Higher education, Ethnic-racial diversity, Affirmative action policies.Palavras-chave: Currículo, Ensino superior, Diversidade étnico-racial, Políticas de ação afirmativa.ReferencesALRIDGE, Derrick. Teachers in the movement: Pedagogy, Activism, and Freedom. Disponível em: http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository/Owner/912849 Acessado em outubro de 2018.AU, Wayne; BROWN, Anthony L.; CALDERON, Dolores. How does it feel to be a problem? Communities of Color, Self-Determination, and Historical Educational Struggle, 2018.BRAH, Avtar. Cartografías de la diáspora: identidades en cuestión. Madrid: Traficante de sueños, 2011.BURAS, KRISTEN L. George Washington Carver Senior High School: A Legacy That Can't Be Chartered, 2018. Disponível em: http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository/Owner/912849 Acessado em outubro de 2018.CASTILLO GUZMAN, Elizabeth; CAICEDO ORTIZ, José Antonio. Las luchas por otras educaciones en el bicentenario: de la iglesia-docente a las educaciones étnicas. Nómadas, Bogotá, n. 33, p. 109-127, Oct. 2010.CASTILLO, S. S.; ABRIL, N. G. P. Colômbia: Invisibilidade e exclusão. In: DIJK, T. A. Van. Racismo e discurso na América Latina. São Paulo: Contexto, 2008.CASTRO SUAREZ, Celmira, En busca de la igualdad y el reconocimiento. La experiencia histórica de la educación intercultural en el Caribe colombiano. Memorias. Revista Digital de Historia y Arqueología desde el Caribe [en linea] 2014. Disponível em: <http://www.redalyc.org/articulo.oa?id=85532558010> acesso em: 05 de novembro de 2017.COLÔMBIA. Lei 70 de 1993. Por la cual se desarrolla el artículo transitório 55 de la Constitucion política. El Congresso de Colômbia. 1993.DÍAZ SÁNCHEZ, Edisson. Reflexiones pedagógicas sobre la formación de docentes en los estudios escolares afrocolombianos. Revista Colombiana de Educación, [S.l.], n. 69, p. 183.202, 2015. ISSN 2323-0134.DU BOIS, William E. Burghardt. As almas da gente negra. Tradução de Heloisa Toller Gomes. Rio de Janeiro: Lacerda, 1999.DUSSEL, Enrique. 1492: El encubrimiento del otro: hacia el origen del mito de la modernidad. UMSA. Facultad de Humanidades y Ciencias de la Educación. Plural Editores: La Paz, 1994.ESTEBAN-GUITART, Moisés et al. Empatia y tolerancia a la diversidad en un contexto educativo intercultural. Univ. Psychol., Bogotá, v. 11, n. 2, p. 415-426, June 2012.GOMES, Nilma Lino. O movimento negro educador: saberes construídos nas lutas por emancipação. Petrópolis, RJ: Vozes, 2017. 154 p.GRANADOS-BELTRAN, Carlo. Interculturalidad crítica. Un camino para profesores de inglés en formación. Íkala, Medellín, v. 21, n. 2, p. 171-187, Aug. 2016. GRANT, CARL A.; BROWN, KEFFRELYN D.; BROWN, ANTHONY L. Black intellectual thought in education: The missing traditions of Anna Julia Copper, Carter G. Woodson, and Alain Le Roy Locke. Routledge: New York, 2016. HOOKS, Bell. Ensinando a transgredir: a educação como prática da liberdade. Trad. Marcelo Brandão Cipolla. São Paulo: WMF Martins Fontes, 2013.JIMENEZ, Nidia N.; GULLO, Maria, A. C.; MONTES, Jorge, E. O. Perception to the literacy process of adults and young natives from Guainía Department Colombia: Look of the protagonists. Investigación & desarrollo, vol. 24, n.° 1, 2016.KING, Joyce Elaine. Minds Stayed on Freedom. 2018. Disponível em http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository/Owner/23358.KING, Joyce Elaine. Black education post-Katrina. And all us we are not saved. Epilogue: In: TILLMAN, L. C., (Ed.). The SAGE Handbook of African American Education (pp. 499-510). Thousand Oaks, CA: Sage, 2009.LAGO DE ZOTA, Alejandrina; LAGO DE FERNANDEZ, Carmen; LAGO DE VERGARA, Diana. Educación para ciudadanos del mundo con identidad afrodescendiente: caso institución educativa Antonia Santos, Cartagena de Índias, Colombia. Rev. hist.edu.latinoam - Vol. 14 No. 18, - pp. 53 – 74 enero – junio 2012.MBEMBE, Achille. Afropolitanismo. Áskesis. Revista dxs Discentes do Programa de Pós-Graduação em Sociologia da UFSCar. Trad. Cleber Daniel Lambert da Silva. v. 4, n. 2, 2015, Julho/Dezembro, pp. 68-71.MBEMBE, Achille. Afriques indociles: christianisme, pouvoir et etat en société postcoloniale. Paris: Editions Karthala, 1988.MEN - Ministerio de Educación Nacional. Serie lineamientos curriculares: Cátedra Estudios Afrocolombianos. 1997.MENESES-COPETE, Yeison. A. Representaciones sociales sobre afrodescendencia: curriculum, practica y discurso pedagógico del profesorado. Entramado. Vol. 10 No.2, 2014.MORA MONROY, Gloria E. Dos experiencias educativas y editoriales con estudiantes indígenas, afrodescendientes y de municipios pobres en la universidad, desde una perspectiva intercultural. Forma funcion, Santaf, de Bogot, D.C., Bogotá, v. 29, n. 1, p. 61-80, Jan. 2016.RODRIGUES, Cristiano. Movimentos negros, políticas públicas e desigualdades raciais no Brasil e Colômbia. CLEA. Debates Latinoamericanos. Año 12, volumen 1/2014.ROJAS, Alex. Cátedra de Estudios Afrocolombianos: Aportes para maestros. Universidad del Cauca. 2008.SANTOS, Doris. Mimesis y bilingüismo ideológico: un análisis crítico del discurso sobre la diversidad en un documento de política educativa universitaria en América Latina. Forma funcion, Santaf, de Bogot, D.C. 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Afro-Sampas is part of a 5 year research project, coordinated by the film’s directors, called ‘Being/Becoming African in Brazil: African musics and heritages’. This project is funded by São Paulo Research Foundation, and is part of a larger academic project entitled ‘Local Musicking: new pathways for ethnomusicology’. The project’s objective is to analyse the creative African diaspora in Brazil. In this film, we promote musical encounters between African musicians with whom we have been working since 2016 and Brazilian musicians who live in São Paulo. They share sounds, memories and creativity, exploring both musical and social issues in their encounters.

Abstract In this article, I discuss Black transnational solidarity and liberation in the Americas by analyzing the historical relationship between W. E. B. Du Bois and Brazil from 1900 to 1940. At the beginning of the twentieth century, Du Bois was studying, writing, and publishing about Brazil. He was interested in creating international solidarity and cooperation among Black people. However, Du Bois (as well as other African Americans) promoted the idea that Brazil was a place without racism, a racial paradise. This idea served as a basis for a theory that oppressed Afro-Brazilians—the myth of racial democracy. In this article, I explore Du Bois’s relationship with Brazil, highlighting possible reasons why Du Bois engaged with the myth of racial democracy. In addition, I argue that this historical event teaches us that an Afro-diasporic liberation project must seriously consider global and material inequalities among Black people.

Summary This case analyses the “Pretos que Voam” (Blacks who Fly) project, which aids the training of socially vulnerable black people to become flight attendants in Brazil. Since 2020, this project has been carried out by the collective Quilombo Aéreo, which brings together black crew members to aid the elimination of racism in aviation. One of the goals of this collective is to increase the representation of black people in the airline industry. Quilombo Aéreo ( 2022 ) conducted a survey of air crew members, using online forms based on self-identification, and found that black people do not reach 5% of active airline crews. The project is supported by crowdfunding and social partnerships like Fundação Tide Setúbal, Fundo Baobá for racial equity Rede de Mulheres Negras, Odabá Associação de Afroempreendedorismo, Movimento Negro Unificado and others. This made it possible to provide a complete course to become a flight attendant, a basic English course, air crew licences and a passport, and mentorship. In 2021, in Porto Alegre (RS), ten black people graduated in the first class – four women among them have already been hired by airlines. In 2022, the project raised funds to provide the first Afro-focused flight school in a distance learning model in Brazil. In 2023, they are working to start the operation of the school and crowdfunded a campaign for the second class of Pretos que Voam. Facing several forms of racism in Brazilian society and its airline industry, the project also dialogues with other forms of violence common in the sector, such as sexism and machismo . The case study examines concrete actions to transform the pain of its pioneers into fuel for structural changes, having as a framework the Afro culture and, as a scenario, a relevant mode of tourism transportation such as air travel. Information This case study originated from research into empowerment and intersectionalities between racism and sexism through the Quilombo Aéreo (see Further Reading). Here we focus specifically on the Pretos que Voam project, one of the actions developed by the collective. All authors are members of the research group Gritus – Gender, Race and Intersectionalities in Tourism , where this study was developed. Information © The Authors 2024

Purpose This study aims to explore the concept of transformational entrepreneurship (TE), which is relevant in emerging economies such as Brazil with its elevated level of unemployment, taxes and interest rates along with elevated levels of institutional voids, and how firms are including purpose as part of their goals and strategies. Design/methodology/approach The study is based on a multiple case study of six Afro-entrepreneurs, participants of a consulting project from Sebrae, the Brazilian Micro and Small Business Support Service, a private entity that promotes the competitiveness and sustainable development of micro and small business enterprises (Sebrae, 2022). Findings This work studied the transformational power of entrepreneurship and how six beauty salons led by black women have the ability to not only generate income but also contribute to social and cultural aspects. Practical implications This work demonstrates how TE has the potential to improve the lives of a population that has historically been marginalized and faces the lived consequences of socioeconomic discrimination. Originality/value This paper provides valuable contributions through a case study of transformational, ethnic and women’s entrepreneurship, not very explored in the literature.

The project analyzes how funk, an Afro-Brazilian music style, has been portrayed by the Brazilian audiovisual. It makes a case study of Sintonia (2019), a Netflix/Kondzilla coproduction, focusing on two fundamental aspects: (1) the narrative construction of the series and its characters, an analysis of the plot using Robert Mckee (1997) and Christopher Vogler (1992) as guidelines and (2) the transmedia strategy, based on the concepts of participatory culture, media convergence and collective intelligence by Henry Jenkins (2009). The study uses Jenkins' definition of transmedia storytelling as a process in which the elements of fiction are systematically dispersed across multiple content platforms for the purpose of creating a unified and coordinated entertainment experience, in which each medium contributes in a unique way. The analysis also maps the distribution channels used by Sintonia and their contribution to the development of the narrative, of its characters and the fictional universe. The analysis lists strategic transmedia decisions by the producers based on the seven transmedia principles in Jenkins' work: Propagability vs. Depth; Continuity vs. Multiplicity; Immersion vs. Extraction Capacity; Construction of the Fictional Universe; Seriality; Subjectivity and Performance. The hypothesis is that, in narrative terms, Sintonia enshrines the Jornada do Funkeiro in streaming platform. Jornada do Funkeiro or Funker’s Journey is an original term that defines a modern and contemporary story, told thousands of times and in different formats, ubiquitous in the work of Kondzilla, with mythical status in the Brazilian poor neighbourhood. The story is the saga of a poor young man who struggles against financial difficulties, prejudice, lack of support and other adversities to fulfil his dream of becoming a successful MC. Through his path, he earns fame and money and changes his life for the better, obeying a non-negotiable condition: never forget his social roots. The loyalty to this narrative guides the series' transmedia strategy and serves as a code of coherence to the producers while interacting with the public. Sintonia portrays the life and conflicts of three youngsters covering universal themes such as fame, crime, prejudice, inequality, work, family conflicts and faith. The protagonist of the story is MC Doni, a young man from a poor neighbourhood in the city of São Paulo, the largest in Brazil. MC Doni is an active protagonist, he conflicts the world and the people around him to achieve his goal of becoming a successful MC. His internal conflicts include low self-esteem, shyness, the stigma of being a slum dweller, the fear of disappointing his family and, above all, the fear of failing.