ÁFRICA NO ENSINO DE FILOSOFIA - UM PROBLEMA?
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Abstract
In this article, we propose a radical teaching of philosophy to address the challenges of incorporating Africa into the philosophical curriculum, particularly in the context of the new high school education. We discuss topics such as colonialism through epistemic silencing and the devaluation of endogenous knowledge. The radical nature of this teaching is based on a racialized approach to philosophical themes, aiming to rethink the activity of doing philosophy as dependent on a Western-centric curriculum. To achieve this, we explore the kongo cosmogram and lyrics from the Opanijé group as means to affirm the possibility of a radical teaching of philosophy.
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