Caminhos para o ensino de filosofia : do cânone à insurgência

Abstract

In this paper, we demonstrate and criticize the colonial and Eurocentric nature of the conception of philosophy inherited from the West and of the philosophical content traditionally taught to students in basic education. We trace the historical trajectory of philosophy teaching in Brazil and note the pendulosity of philosophy in basic education. By demonstrating the Western monoculture of canonical philosophical thought, we present the pluriversal conception of philosophy proposed by Magobe Ramose, a South African philosopher. We claim the legitimacy of knowing, learning, and teaching insurgent philosophies, marginalized by the philosophical tradition that elected the global North as a universal epistemological model. We mobilize responses to the problem of how to teach philosophy in a plural, decolonial way that includes insurgent philosophies. To this end, we present philosophers from the global South as a possibility of teaching philosophy in a more plural, inclusive, decolonial, and insurgent way. We found that African, Brazilian, and Latin American philosophies raise questions that are more consistent with the political, pedagogical, and philosophical challenges that permeate our space-time. We mainly used theoretical contributions from philosophical historiography, Insurgent Thought, and Afroperspectivated Thought, in addition to studies on Brazilian and Latin American philosophy. We methodologically anchored our work in bibliographical and documentary research, as well as in conceptual analysis. Our text has an essayistic writing style, proposed by Renata Aspis, giving this research an accent of investigation and denunciation of philosophical epistemicide. We divided our text into three chapters. In the first, we contextualize the teaching of philosophy historically. In the second, we present both the conceptions of philosophy of the Western tradition and the insurgent conceptions of philosophy to coin an inclusive concept of philosophy that would encompass insurgent epistemologies. In the third chapter, we present the philosophers who revolted against Western epistemological coloniality. Finally, we show how teaching philosophy that includes insurgent philosophies offers insurgent existences that suffer multiple forms of violence, visibility, recognition, and the power to resist and re-exist with dignity.