O ensino de Filosofia no Ensino Fundamental 2 e sua contribuição para uma educação antirracista

Abstract

This work stems from the discomfort of, as a Middle School Philosophy teacher, (6th to 9th grades – students from 12 to 15 years of age), working only with canonical authors. In the course of time, aligned with my anti-racist readings and actions, it has become inconceivable not to include discussions such as african, afro-brazilian, indigenous philosophy, and feminisms in my teaching. Racism is considered a determining social problem in our society, has multiple forms of intersectionalities, and is manifested by individuals and perpetrated by different institutions. It has been proved that some european philosophers, through their theories, contributed to the strengthening of racism. However, we understand that, also through theories, Philosophy must build an anti-racist epistemology, more specifically, focused on the field of Philosophy teaching from an intercultural perspective. The development of such an epistemology is a way to confront racism, which has its roots in the existing social order. We aimed to offer a decolonial methodological proposal for the final years of Middle School, accessible to children and teenagers, so that critical, reflective and systematic thinking can be developed, and thus prove that Philosophy curriculum content can be anti-racist. We also aimed to provide empowerment and identity strengthening to black students of this age group by valuing afro-brazilian history, culture and knowledge. We did this by introducing them to Sueli Carneiro, Conceição Evaristo, Djamila Ribeiro and Sílvio de Almeida, as afro-brazilian philosophers, with their main concepts. Having achieved our goal, we aim to contribute to the decolonization of brazilian thought, that is, to ensure that brazilian thought is not only linked to ideas of slavery, segregation and inferiorization of the black people, but on the contrary, that its history be recovered, studied and valued.