Caminhos para o ensino pluriversal e intercultural de filosofia a partir da Lei 11.645/08

Abstract

The article aims to explore pathways for promoting the teaching of philosophy in a way that includes, in accordance with Law 11.645/08, Afro-Brazilian and Indigenous philosophies as well. This is a topic of significant relevance, both for the teaching of philosophy specifically and for national education in general. While philosophy is still adapting to this law, requiring further reflection and practical proposals for implementation, the enactment of this law within a discipline traditionally dominated by Eurocentric references represents a transformative milestone for national education. Methodologically, the research draws on two sources: (1) our experience as philosophy teachers, and (2) theoretical references that address the challenges and pathways for promoting and practicing a pluriversal and intercultural approach to teaching philosophy, informed by the aforementioned law and its predecessor, Law 10.639/03, particularly in light of Noguera, Pontes, Gallo, and Kohan. We begin by identifying some challenges of teaching philosophy in a way that interculturally embraces the diversity envisioned by Law 11.645/08. Next, we clarify the key theoretical concepts: pluriversality and interculturality. We then propose possible pathways to overcome these challenges and effectively implement an intercultural approach to teaching philosophy that aligns with this law, based on our teaching experiences at CEFET-MG and IFRO. The experiences of teaching philosophy in a pluriversal and intercultural manner have led to significant student engagement, including participation in research and extension projects that extend beyond classroom requirements.