Banca de QUALIFICAÇÃO: MARÍLIA MOREIRA LIMA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : MARÍLIA MOREIRA LIMA
DATE: 08/08/2025
TIME: 10:00
LOCAL: Google Meet
TITLE:

PHILOSOPHICAL CIRCLE: A NON-EURO-CENTRIC AND COUNTER-COLONIAL APPROACH FROM THE SCHOOL EEP AFREDO NUNES DE MELO (ACOPIARA-CE)

KEY WORDS:

Philosophy; Ethnoeducation; Decoloniality; Afro-Indigenous epistemologies; Ancestrality.

PAGES: 40
BIG AREA: Ciências Humanas
AREA: Filosofia
SUMMARY:

This research presents a pedagogical proposal for teaching Philosophy in High School, anchored in Ethnoeducation, Indigenous and Afro-Brazilian epistemologies, and a non-Eu rocentric philosophical perspective. Developed with first-year students from the Escola Estadual de Educação Profissional Alfredo Nunes de Melo, in Acopiara, Ceará, the proposal seeks to answer the following central question: What are the potential socio-educational impacts resulting from the inclusion of ethnic-racial themes in Philosophy teaching? Additionally, the work is guided by other key questions: How can philosophical debate spaces contribute to overcoming racism? And what strategies are suitable for strengthening dialogue among young people on these issues? The proposal aligns with Brazilian Law nº 11.645/08, understood here as a political-pedagogical action essential to rebuilding philosophical practices through resistance, memory, and belonging. The main objective is to promote an anti-racist philosophical education that values Afro-Indigenous epistemologies and encourages student protagonism. Specific objectives include: developing pedagogical practices inspired by ancestral cultures; implementing active methodologies that promote listening and orality; articulating school knowledge with the territories and experiences of the students; and transforming the school environment into a space for ongoing discussions on identity, cultural diversity, and social equity. The theoretical framework includes thinkers whose works guide a critical, ancestral, and decolonial education: Ailton Krenak and Nego Bispo (Indigenous thought and critique of epistemic colonialism); Sueli Carneiro (epistemicide and Black resistance); Djamila Ribeiro (intellectual activism and racial literacy); Paulo Freire (liberating education); Daniel Munduruku (identity and Indigenous orality); Boaventura de Sousa Santos (ecology of knowledges); and Adilbenia Machado (pedagogies of ancestry). Inspired by the methodology of the ciranda — a symbol of knowledge in movement, continuity, and sharing — the pedagogical experience creates a circular, affective, and horizontal space where knowledge emerges through encounters, listening, and recognition of the ancestries present in the students' bodies and territories. The dissertation is organized into four chapters, interconnected like a ciranda, emphasizing the urgency of decolonizing Philosophy education and affirming ancestral knowledge within the educational context.

COMMITTEE MEMBERS:
Interna - FRANCIONE CHARAPA ALVES
Presidente - FRANCISCO JOSE DA SILVA
Externo à Instituição - MATEUS VINICIUS BARROS UCHOA - UECE