THE CRITIQUE OF AFRICAN PHILOSOPHY TO ETHNOPHILOSOPHY AND ITS IMMERSION IN QUILOMBOLA SCHOOL EDUCATION: SOME INTERCULTURAL UNDERSTANDINGS BASED ON LAW 10.639/2003
This essay evaluates the impact of the critique of African philosophy on ethnophilosophy in light of emerging epistemic contentions within Pedagogy, Educational Sciences, and specifically, its immersion in Quilombola School Education. The methodological design proposes a twofold approach: on one hand, it conducts a dialogic-discursive review of the selected literature, supported by the historical-descriptive-interpretative technique of primary and secondary sources; on the other hand, it is grounded in the methodology of Afro-descendance by Cunha Jr. (2008), a qualitative theoretical approach. The study's findings reveal intercultural intertwining resulting from epistemic competition within the African order of knowledge, manifested in the construction of boundaries between genuinely cultural knowledge and wisdoms, as well as its potential for political-pedagogical practice within Quilombola territories. Finally, it concludes that there is a vast variety of theoretical approaches, schools of thought, and critical scientific movements that contest the alleged legitimacy of the Western epistemological order over the philosophical "power-to-do-to-think", providing foundations for a critical interculturality in education.