Ensino de filosofia intercultural no ensino médio para a efetivação da Lei N° 11.645/08

Abstract

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.