DECOLONIALITY AS AN INNOVATIVE ALTERNATIVE IN HIGH SCHOOL STUDENTS' PHILOSOPHICAL KNOWLEDGE

Abstract

This article explores decoloniality as an original epistemic and pedagogical path, aiming to optimize the practice of teaching Philosophy in public schools in Parnaíba, on the coast of Piauí. Based on in-depth readings of authors such as Ferreira (2017), Mignolo (2007), Nascimento (2021), Quijano (2009) and Tolentino (2018), the study discusses the importance of overcoming the Eurocentric influence, which is prominent in teaching resources. The proposal is to create a way of learning that values ​​cultural diversity, social aspects and students' identities. Incorporating ideas from decolonial philosophy into schools encourages careful analysis of social differences and recovers knowledge that has been left aside throughout history. Such action helps to create a more complete, fair and meaningful education for students. The decolonial perspective proves to be an interesting and new way to teach Philosophy, giving importance to undervalued knowledge, strengthening students' cultural identity and encouraging a freer, more questioning learning that welcomes everyone.