A contribuição da ética ubuntu para o ensino de Filosofia

Abstract

The teaching of Philosophy in Brazil has historically relied predominantly on the Greek tradition and, throughout the process of its introduction in the country up to the present day, and has suffered several attacks, leading to inconsistencies in its presence within the basic education curriculum. These instabilities have influenced the curricular structure, resulting in content that, for the most part, privileges only a single philosophical tradition. The research now proposed seeks to reflect on the teaching of Philosophy, emphasizing the lack of alternative ethics beyond the Eurocentric axis, such as the Ubuntu ethic. When considering possible explanations for this gap, it becomes clear that the curriculum still adheres primarily to Eurocentric perspectives, and we continue to witness epistemicide. Thus, questioning the Philosophy curriculum means recognizing the need to overcome barriers imposed by the curriculum itself, textbooks, and teachers. Is the curriculum prepared for the necessary changes? Law No. 10.639/03 mandates a pluralistic approach to education, and Philosophy is not exempt from the effects of this law. The Ubuntu ethic needs to enter school spaces, allowing students to identify more closely with a Philosophy that reflects on Brazil and is interwoven with our cultural territory, as Noguera (2015) explains. Ubuntu ethics focuses on the "we," as philosopher Mogobe Ramose (2010) states, recovering the terms employed by philosopher Tshiamalenga. Recovering concepts and experiences close to students allows them to connect with the world, themselves, and the collective, fostering deep reflections. At last, it is evident that the need is not only to discuss the subject but also to create pedagogical tools that encourage the applicability of the Ubuntu ethic in the classroom and, consequently, of the Law.