THE IMPORTANCE OF AFRICAN PHILOSOPHY IN TEACHER EDUCATION IN SCHOOLS OF AND IN THE COUNTRYSIDE
Abstract
This article analyzes the centrality of African philosophy in teacher education within Pedagogy and Education of and in the Countryside. Aligned with the Epistemologies of the Global South and counter-hegemonic studies, the text proposes a fracture in the conventional conception of philosophy to overcome eurocentric geocultural reductionism. The objective is to evaluate the incorporation of anti-racist and intercultural debates into the curricula of these degree programs, countering the historical distance of educational sciences regarding African social thought and its transmission based on intergenerational orality. Methodologically, it is grounded in the Methodology of Afrodescendence. It concludes that the legacy of the Western civilizational project and colonialism operate as long-lasting structures that promote epistemic violence, labeling ancestral knowledge as mythological or primitive. However, compensatory legal frameworks and the struggles of social movements drive the rediscovery of African and Afro-Brazilian history and culture. This process makes it possible to break with assimilationist paradigms and reframe Black cultural identity, reorienting educational praxis based on worldviews centered on "well-living" (bem viver) and the autonomy of subalternized subjects within the context of countryside schools.