This article analyzes the centrality of African philosophy in teacher education within Pedagogy and Education of and in the Countryside. Aligned with the Epistemologies of the Global South and counter-hegemonic studies, the text proposes a fracture in the conventional conception of philosophy to overcome eurocentric geocultural reductionism. The objective is to evaluate the incorporation of anti-racist and intercultural debates into the curricula of these degree programs, countering the historical distance of educational sciences regarding African social thought and its transmission based on intergenerational orality. Methodologically, it is grounded in the Methodology of Afrodescendence. It concludes that the legacy of the Western civilizational project and colonialism operate as long-lasting structures that promote epistemic violence, labeling ancestral knowledge as mythological or primitive. However, compensatory legal frameworks and the struggles of social movements drive the rediscovery of African and Afro-Brazilian history and culture. This process makes it possible to break with assimilationist paradigms and reframe Black cultural identity, reorienting educational praxis based on worldviews centered on "well-living" (bem viver) and the autonomy of subalternized subjects within the context of countryside schools.
Miguel Melo Ifadireó, Belijane Marques Feitosa, Camila Silva Alves Aquino et al.· Revista de Estudos Interdisc...· 0 citations
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.
Miguel Melo Ifadireó, Belijane Marques Feitosa, Diego da Silva Ferreira· Revista de Estudos Interdisc...· 0 citations