Espaços em branco: a ausência da filosofia africana no ensino médio brasileiro

Abstract

This dissertation investigates the challenges and possibilities of applying Law No. 10.639/2003 to high school philosophy, with an emphasis on including African philosophy as a curricular component. Although the law establishes the mandatory teaching of Afro-Brazilian and African history and culture, its implementation has been limited, often relegated to occasional events and disconnected from ongoing pedagogical practice. This situation is exacerbated in the field of philosophy, where there is a significant lack of teaching materials and references to African philosophical production. The research is bibliographical and documentary in nature, drawing on the analysis of works dealing with epistemicide and African philosophy, official documents from the Ministry of Education, and Law 10.639/2003. The applied intervention project is ethnographic in nature with a qualitative approach. The research is based on a critique of Eurocentrism in school curricula and proposes an alternative methodological approach through film, aiming for a more engaged, critical, and decolonizing teaching practice. The proposal is tested through a pedagogical intervention project, implemented in high school classes, using the films Touki Bouki and Timbuktu, works of African cinema used as a starting point for philosophical discussions. The results point to the effectiveness of using film as a teaching tool, promoting more participatory, critical, and integrated learning. The dissertation is part of the field of education for ethnic-racial relations, proposing paths for a fair, pluralistic, and representative education of Brazilian sociocultural reality.