De Exu a Ñande Ru: o ensino de filosofia e a lei nº 11.645/08, 2022
O presente trabalho debruça-se em investigar sobre a possibilidade da aplicabilidade da lei feder... more O presente trabalho debruça-se em investigar sobre a possibilidade da aplicabilidade da lei federal nº 11.645, promulgada em 10 de março de 2008, no ensino de filosofia para o ensino médio. Refletindo sobre por que vias o ensino dos conhecimentos contra-hegemônicos de origem africana, dos povos nativos e afrodiaspóricos podem ser articulados com o ensino de filosofia, principalmente com o seu crivo crítico de promoção do exercício da cidadania plena e responsável dos educandos. Traçaram-se como objetivos analisar os conteúdos filosófico a partir das competências específicas da área das humanidades presentes na Base Nacional Comum Curricular em relação ao horizonte das filosofias africanas e latino-americanas. Assim como, buscou-se identificar na lei nº 11.645/2008 as interfaces com os conteúdos de filosofia. Ainda assim, indicando possibilidades teóricas e metodológicas do ensino de filosofia no escopo de teorias decoloniais. Tendo a metodologia experimental por meio da pesquisa bibliográfica partindo de conceitos como afropesrpectividade, pedagogia das encruzilhadas e filosofia da libertação. Como resultado, obteve-se percepções acerca dos caminhos que apontam possibilidades para a aplicabilidade da lei de ensino da história e cultura africana, afro-brasileira e indígena no ensino de filosofia no ensino médio a partir de conhecimentos da esfera do pensamento decolonial.
Palavras-Chave: Ensino de filosofia; Lei nº 11.645/08; Pensamento decolonial.
The present paper focuses on investigating the possibility of the applicability of the federal law No. 11.645, promulgated on March 10 of 2008, in the teaching of philosophy in high school years. Reflecting on which ways the teaching of counter-hegemonic knowledge of African origin, of Native Peoples and of Afrodiaspora can be articulated with the teaching of philosophy, especially with its critical sieve of promoting the exercise of full and responsible citizenship of the students. The traced objectives were to analyze the philosophical contents from the basis of the specific competences of the humanities area presented in the Common National Curriculum Base in relation to the horizon of African and Latin American philosophies. Likewise, it was sought to identify the interfaces with the contents of philosophy in the law 11.645/2008. Still, indicating theoretical and methodological possibilities of philosophy teaching in the scope of decolonial theories. Having an experimental methodology through bibliographical research starting from concepts such as Afroperspectivity, the pedagogy of the crossroads and the philosophy of liberation. As a result, perceptions were obtained on the paths that point to possibilities for the applicability of the law on the teaching of African, Afro-Brazilian and Indigenous History and Culture in the teaching of philosophy in high school from the knowledge of the sphere of decolonial thinking.
Keywords: Philosophy teaching; Law No. 11.645/08; Decolonial thinking.
De Exu a Ñande Ru: o ensino de filosofia e a lei nº 11.645/08, 2022
O presente trabalho debruça-se em investigar sobre a possibilidade da aplicabilidade da lei feder... more O presente trabalho debruça-se em investigar sobre a possibilidade da aplicabilidade da lei federal nº 11.645, promulgada em 10 de março de 2008, no ensino de filosofia para o ensino médio. Refletindo sobre por que vias o ensino dos conhecimentos contra-hegemônicos de origem africana, dos povos nativos e afrodiaspóricos podem ser articulados com o ensino de filosofia, principalmente com o seu crivo crítico de promoção do exercício da cidadania plena e responsável dos educandos. Traçaram-se como objetivos analisar os conteúdos filosófico a partir das competências específicas da área das humanidades presentes na Base Nacional Comum Curricular em relação ao horizonte das filosofias africanas e latino-americanas. Assim como, buscou-se identificar na lei nº 11.645/2008 as interfaces com os conteúdos de filosofia. Ainda assim, indicando possibilidades teóricas e metodológicas do ensino de filosofia no escopo de teorias decoloniais. Tendo a metodologia experimental por meio da pesquisa bibliográfica partindo de conceitos como afropesrpectividade, pedagogia das encruzilhadas e filosofia da libertação. Como resultado, obteve-se percepções acerca dos caminhos que apontam possibilidades para a aplicabilidade da lei de ensino da história e cultura africana, afro-brasileira e indígena no ensino de filosofia no ensino médio a partir de conhecimentos da esfera do pensamento decolonial.
Palavras-Chave: Ensino de filosofia; Lei nº 11.645/08; Pensamento decolonial.
The present paper focuses on investigating the possibility of the applicability of the federal law No. 11.645, promulgated on March 10 of 2008, in the teaching of philosophy in high school years. Reflecting on which ways the teaching of counter-hegemonic knowledge of African origin, of Native Peoples and of Afrodiaspora can be articulated with the teaching of philosophy, especially with its critical sieve of promoting the exercise of full and responsible citizenship of the students. The traced objectives were to analyze the philosophical contents from the basis of the specific competences of the humanities area presented in the Common National Curriculum Base in relation to the horizon of African and Latin American philosophies. Likewise, it was sought to identify the interfaces with the contents of philosophy in the law 11.645/2008. Still, indicating theoretical and methodological possibilities of philosophy teaching in the scope of decolonial theories. Having an experimental methodology through bibliographical research starting from concepts such as Afroperspectivity, the pedagogy of the crossroads and the philosophy of liberation. As a result, perceptions were obtained on the paths that point to possibilities for the applicability of the law on the teaching of African, Afro-Brazilian and Indigenous History and Culture in the teaching of philosophy in high school from the knowledge of the sphere of decolonial thinking.
Keywords: Philosophy teaching; Law No. 11.645/08; Decolonial thinking.
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Papers by Mariano Mohr
Palavras-Chave: Ensino de filosofia; Lei nº 11.645/08; Pensamento decolonial.
The present paper focuses on investigating the possibility of the applicability of the federal law No. 11.645, promulgated on March 10 of 2008, in the teaching of philosophy in high school years. Reflecting on which ways the teaching of counter-hegemonic knowledge of African origin, of Native Peoples and of Afrodiaspora can be articulated with the teaching of philosophy, especially with its critical sieve of promoting the exercise of full and responsible citizenship of the students. The traced objectives were to analyze the philosophical contents from the basis of the specific competences of the humanities area presented in the Common National Curriculum Base in relation to the horizon of African and Latin American philosophies. Likewise, it was sought to identify the interfaces with the contents of philosophy in the law 11.645/2008. Still, indicating theoretical and methodological possibilities of philosophy teaching in the scope of decolonial theories. Having an experimental methodology through bibliographical research starting from concepts such as Afroperspectivity, the pedagogy of the crossroads and the philosophy of liberation. As a result, perceptions were obtained on the paths that point to possibilities for the applicability of the law on the teaching of African, Afro-Brazilian and Indigenous History and Culture in the teaching of philosophy in high school from the knowledge of the sphere of decolonial thinking.
Keywords: Philosophy teaching; Law No. 11.645/08; Decolonial thinking.
Palavras-Chave: Ensino de filosofia; Lei nº 11.645/08; Pensamento decolonial.
The present paper focuses on investigating the possibility of the applicability of the federal law No. 11.645, promulgated on March 10 of 2008, in the teaching of philosophy in high school years. Reflecting on which ways the teaching of counter-hegemonic knowledge of African origin, of Native Peoples and of Afrodiaspora can be articulated with the teaching of philosophy, especially with its critical sieve of promoting the exercise of full and responsible citizenship of the students. The traced objectives were to analyze the philosophical contents from the basis of the specific competences of the humanities area presented in the Common National Curriculum Base in relation to the horizon of African and Latin American philosophies. Likewise, it was sought to identify the interfaces with the contents of philosophy in the law 11.645/2008. Still, indicating theoretical and methodological possibilities of philosophy teaching in the scope of decolonial theories. Having an experimental methodology through bibliographical research starting from concepts such as Afroperspectivity, the pedagogy of the crossroads and the philosophy of liberation. As a result, perceptions were obtained on the paths that point to possibilities for the applicability of the law on the teaching of African, Afro-Brazilian and Indigenous History and Culture in the teaching of philosophy in high school from the knowledge of the sphere of decolonial thinking.
Keywords: Philosophy teaching; Law No. 11.645/08; Decolonial thinking.