Filosofia, Ciência e Educação: pensares sobre um futuro sustentável, justo e inclusivo

Abstract

The article proposes a critical reflection on the limits of formal education, marked by a Eurocentric and banking model, and the need to recognize and value ancestral African and indigenous epistemologies. Based on the thinking of Paulo Freire, bell hooks, Severino Ngoenha, Ailton Krenak and Davi Kopenawa, it argues that the production and transmission of knowledge must overcome epistemicide and consider non-institutional territories as legitimate learning spaces. It highlights the role of “scientists of the invisible”, such as benzedeiras and pajés, in preserving fundamental knowledge for sustainable and inclusive science and education. The final proposal is a call for epistemic reorientation, for listening to marginalized knowledge and for building an educational project committed to social justice and freedom.

Keywords: liberating education; epistemic territories; Afropindoramic philosophies.