Filosofar no ensino médio: perspectiva de uma filosofia africana.

Abstract

The dissertation in question weaves a set of discussions about the identity of African philosophy to propose a learning that is based on philosophizing in high school. For this, the aim of the research is to investigate African philosophy and build a pedagogical proposal for teaching philosophy beyond Eurocentrism. This happens focused on the notion of learning in diversity, pointing paths of epistemic decolonization and carrying out activities in which cultures are considered as equals. The research problem concerns the affirmation of an African philosophy, from which emanates an Afro-Perspective mode of teaching, supported by readings, analyzes and textual productions. An approach in the sense of deconstructing the hegemonic idea, which labels African production as inferior to the European and North American tradition. This study is committed not only to developing a theoretical production or a dissertation that talks about a teaching practice, but a philosophy making, testing in the classroom. Thus, initially, it started from a theoretical study on African philosophy, by African, African descent and European philosophers who write through a decolonization bias of thought, as well as thinking authors Philosophy and philosophy teaching focused on diversity. stand out: TOWA (2015), APPIAH (1997), FANON (2008), ORUKA (2002), DANTAS (2016, 2018) NOGUERA (2011, 2014), DIOP (1983), ASANTE (2016), KAPHAGAWANI; MALHERBE (2002), JANZ (2008), MACHADO (2014), MBEMBE (2015), MONTOYA (2014), BIRTH (2009), RAMOSE (2003), among others. The approach of philosophizing in high school with the various activities is framed, in line with the participatory research procedure method. It was indicated a learning of philosophy, in order to philosophize, through awareness, cinematic visualization, reading, problematization and productions, valuing the textual and oral expressions, data analysis and characterization and discussions. Referring to research on black African philosophy and the development of a classroom practice, beyond Eurocentrism, the African theme was provided in an Afro-Perspective approach, which opens possibilities for philosophical dialogue with different cultures, considering them between equals. The research, therefore, does not want to invest in a teaching and learning model, but provides an inspiring example of ways to think about a philosophy teaching that values diversity and breaks with the historically crystallized idea of a Greek-European epistemological exclusivism.