Filosofar africano como proposta didático-filosófica para o ensino de filosofia no ensino médio.

Abstract

The present dissertation was developed at the Escola Cidadã Integral Monsenhor José Paulino, with the general objective of analyzing how high school students understand African thought based on the concepts of ancestry, enchantment, and otherness.To achieve this goal, we developed a philosophical didactic sequence to carry out pedagogical activities based on these themes.Thus, African Philosophy becomes a way to connect thought and reality, producing knowledge from the place where we are situated.Throughout the school and academic journey, the importance of developing African Philosophy, reflecting on the identity of students, how they relate to the environment in which they live, the second-year classes of basic education begin to occupy a prominent place in the debates.Therefore, the teaching of African philosophy in high school fosters dialogues with African culture in the school, leading students to reflect on Afro-Brazilian culture.In this context, the use of didactic sequences enabled philosophical thinking based on African philosophy, as these sequences allowed for the definition of learning content and the application of the diagnostic questionnaire, making it possible to understand the acceptance of concepts in advance.The methodology of the discussion circle was essential for developing the space for dialogue with the students.This process enhanced the concepts of ancestry, enchantment, and otherness, which we aimed to develop.In light of this, we believe that the present research contributed to the recognition and reflection on the origins of the students, considering the diversities and adversities experienced in their daily practices at school.Thus, the philosophy of Ubuntu, explored in this study, engaged with the student community about the culture of peace, reflecting on ancestry from the subjectivity of the human being and valuing the experience of being in the world, carrying out the movement of thought to build and [re]build knowledge.