Filosofia e interculturalidade: um estudo sobre o ensino da filosofia na Escola Estadual Indígena Ticuna Almirante Tamandaré

Abstract

The dissertation has as its theme “Philosophy and interculturality: a study on the teaching of Philosophy at the Ticuna Almirante Tamandaré Indigenous State School”. Undoubtedly, philosophy has always been part of the day-to-day reflections of human beings, either directly or indirectly. Interculturality enters the scene as a way of showing the importance of knowing, interacting and respecting other cultures and ethnic groups without neglecting the essence of cultural identity. Working philosophy and interculturality is a challenge, considering that when it comes to philosophy, even today there is a Eurocentric stereotype that only the Greeks, Germans, French, among other western peoples, have the domain of philosophy. However, there is in the Latin American people an intercultural philosophical diversity as rich as other civilizations. Therefore, we seek to understand the learning of philosophy and interculturality in high school, observing the knowledge necessary for the full exercise of citizenship by making the human being social, autonomous and inventive in the indigenous Ticuna school education of the Almirante Tamandaré State School in the municipality of Tabatinga/AM. The philosopher chosen to carry out this study of intercultural philosophical issues was Cuban Raúl Fornet-Betancourt (1946 for already having a sedimented work from the existential and historical perspectives in an intercultural philosophy between ethnic groups. It also includes Vera Candau for working the critical intercultural perspective in the school environment. The 1988 Constitution, LDB nº 9394/96, BNCC-EM/2018 and Resolution nº 05 of the National Curriculum Guidelines for Indigenous School Education in Basic Education were also used as guiding documents, among others that helped us to understand the process intercultural philosophy of indigenous peoples. The social relevance of this theme for education is to show alternatives in the school curriculum beyond the walls of the school, making a dialogue between philosophy and interculturality. With regard to students, it helped in the exchange of experiences and debates in the classroom. Regarding the methodological instrument, phenomenology was chosen to know what was hidden in the intercultural philosophy relations between teacher and student. In the first moment, we had the observation, and soon after, a semi-structured interview was produced for the teachers. As a result, we obtained as a negative aspect, the lack of specific teaching materials of intercultural philosophy to work in the classroom, but the great advance as a positive factor is that teachers are creative and dynamic because they work with nature's own materials creating alternatives for the teaching and learning intercultural philosophy. Finally, we had the product of this dissertation which was a paradidactic book entitled “Intercultural Philosophy in poems: knowledge that stimulate thinking” in which it was produced by the researcher, teachers and students of the Ticuna ethnic group, where the intercultural philosophical reality is shown with themes that involve the Umariaçú indigenous village.