THE INTERSECTIONALITY OF THE AFROPERSPECTIVE OF THE BANTU PEOPLE IN THE TEACHING OF PHILOSOPHY: Federal Law 10.639/03 on the school floor

Abstract

This work intends to present dynamics supported by the implementation of Federal Law nº 10.639 of 2003, which makes the inclusion of African Histories and Cultures and Afro-Brazilian Cultures mandatory, as a mechanism for changes in Basic Education school curricula (GOMES, 2017). Thus, based on the Law, the objective of this work is to present reflections of intersectionalities (AKOTIRENE, 2018) in African Philosophy (LOPES and SIMAS, 2020) about the ancestry, histories, cultures and languages ​​of the Bantu Peoples (LOPES, 2008) and (LWANGA-LUNYIIGO and VANSINA, 2010), and the need to implement this Law, as well as the commitment to consolidate its effectiveness in the Teaching of Philosophy (NOGUEIRA, 2014). For the success of this proposal, we worked with a class of the 1st Year of High School, in a private institution of education, in a municipality of Baixada Fluminense, metropolitan region of Rio de Janeiro, where we evidenced an anti-racist (GOMES, 2017) and decolonial pedagogy (WALSH, 2013) from the research of Afro-American, African and Afro-Brazilian Philosophers, who produced philosophical thoughts supported by the Afroperspective. The methodology used was based on Classes/Workshops, Dialogue Circles, Exhibitions of African, Indigenous and Afro-Brazilian Literature Books, sensitizing presentations of Afro-centered videos, texts and slides, which served as a subsidy to propose discussions in the fight against Racism (MALOMALO, 2018). The results achieved were the emergence of research from promotions of Debate Wheels, where students understood about the problems of violations of Human Rights, among other issues that were being suppressed, in particular the racist and stereotyped looks at Afro-descendant groups. We believe that it is of paramount importance to decolonize thoughts based on Eurocentric molds, so that we can review the hegemonic currents present in our society and especially in Chão da Escola, which are articulated in the Discipline of Philosophy.