ABSTRACT
This paper aims at presenting the debate about modernity/coloniality and its critique of epistemic racism. The effects, traces, and persistent structures of coloniality in Brazilian teacher training are discussed in this analysis, especially through the philosophy curriculum. It is also a matter of problematizing the mismatch between academic trends of Eurocentric perspective, which disregard the geopolitical determinations in knowledge construction, and the knowledge and experience of indigenous, Latin American, and African diaspora people. Finally, the text discusses that this project is based on values of European modernity/coloniality that generate the subordination and silencing of knowledge produced from other body-politics matrices, invalidating them by epistemicide. Therefore, thinking about the philosophy teaching on a decolonial and anti-racist basis requires questioning the guiding premises of an ethnic, sexual, and racially excluding project.
Keywords:
Teaching philosophy; Decoloniality; Coloniality of knowing; Law number 10.639/03; Racism