The intersubjective dialogue of African philosophy as a pedagogical praxis for the pluriversal formation of the subject

Abstract

This research addresses the contribution of a Philosophy from Africa to the epistemic decolonization of philosophical activity and the introduction of pedagogical praxis that dialogue with epistemological Africanity wrapped in a source of philosophical thoughts that flow from the production of African, Afrodiasporic, and Afro-Brazilian knowledge, suggesting an experience of thought of the other from the decolonization of the very idea of philosophy to provide a path of curricular Africanization in Brazilian formal education and to indicate pedagogical praxis that dialogue with Afroperspectivism, running through the concepts of education, pedagogical praxis, intersubjectivation, pluriversality, and multiculture. It also emphasizes the importance of creating spaces for systematic and epistemic dialogue between the subjects of knowledge within basic and higher education institutions. Given this, it is argued that the contemporary debate on African Philosophy presents itself as a decolonization of Western thought that necessarily goes through a process of intersubjectivation and an opening to Afroperspectivism in its scientific and social relevance as a foundation for the discussion on political alternatives and educational praxis that problematize the pluriversal and multicultural formation of the subject.