Ensino de filosofia intercultural no ensino médio para a efetivação da Lei N° 11.645/08
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2024-07-29
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Universidade Federal de Goiás
Resumo
Discussions about the knowledge present in the curriculum in basic education have expanded in recent
decades and in the teaching of philosophy in Brazil, the problematization of the Eurocentric matrix
of knowledge has been strengthened. This movement is aligned with the provisions set out in law
10.639/03 and its modification, law 11.645/08, which includes the mandatory study of African, AfroBrazilian and indigenous culture in basic education. It is in this context in which this research is
located. Carried out within the scope of the Professional Master in Science stricto sensu from the
post-grad program in Basic Education teaching in the Research and Teaching Education Applied
center (CEPAE – Centro de Ensino e Pesquisa aplicada à Educação) from the Federal University of
Goiás (UFG) between the years 2021 and 2024, this study establishes as a research problem the
possibility of implementing law 11.645/08 in the teaching of philosophy in the state education system
of Mato Grosso through the study of the philosophical dimension of the culture of the Xavante people.
Therefore, this is qualitative research and adopts action research as a methodology. In this way, it
proceeds with bibliographical research on the ways in which the school institution in Brazil, given
the history of colonization, deals with the issue of cultural and racial diversity. The concepts that
guide this bibliographical investigation are epistemicide (Carneiro, 2005) and ethnocide (Clastres,
2004) and refer to the processes that demonstrate cultural hierarchy, the degradation of knowledge
produced by non-white groups and the dehumanization of racialized subjects, including in formal
educational institutions. To understand how this problem is posed in Brazilian education after the
promulgation of the Federal Constitution of 1988 and law 11.645/08, I carry out a critical analysis of
the curricular documents that guide basic education, more specifically the Ensino Médio (Brazilian
High school) stage, in Mato Grosso. Thus, considering Candau (2018) and Walsh (2009), I identify
liberal multiculturalism as the cultural approach adopted by the Nacional Curricular Commom Base
(BNCC, 2018) and the Mato Grosso Curricular Reference Document for High School (DRC/MTEM). In this context, given the BNCC and the DRC/MT-EM that provide for the study of indigenous
themes, in order to understand how philosophy teachers practice in the state education system of Mato
Grosso with regard to the Education of Ethnic-Racial Relations (ERER), a questionnaire was applied
to these professionals in the aforementioned system. The responses from the thirty-two teachers who
participated in the research contributed to the construction of the philosophy workshop held in a
second-grade high school class at a state public school in MT. This workshop sought the intercultural
philosophy of Raúl Fornet-Betancourt (2003; 2020), Paulo Freire (2013) and bell hooks (2017) as a
didactic-pedagogical basis for its execution. In consequence, as a proposal for anti-racist teaching
practices in philosophy teaching, the research explores the notion shared by intercultural philosophy,
which understands philosophy as a practice present in the most different cultures since it is an exercise
that brings together the efforts of a given group to give meaning to existence. Among the references
adopted for the construction of the workshop are also academic and audiovisual works authored by
or with the collaboration of indigenous people from the Xavante people. The discussions held in this
dissertation and the review and systematization of the workshop experience gave rise to the
educational product of this research, entitled “Intercultural philosophy in high school for the
implementation of law no. 11.645/08: a proposal based on the philosophy, history and culture of the
Xavante people”. The intention is that these elaborations contribute to the discussion about anti-racist
practices in teaching indigenous philosophies in basic education.
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Citação
FARIA, D. C. C. Ensino de filosofia intercultural no ensino médio para a efetivação da Lei N° 11.645/08. 2024. 246 f. Dissertação (Mestrado em Ensino na Educação Básica) – Centro de Ensino e Pesquisa Aplicada à Educação, Universidade Federal de Goiás, Goiânia,2024.