Abstract:
This speculative essay examines the role non-Western systems of thought can undertake in philosophical-educational research. It aims to query about the way in which the field of Philosophy of Education, in Brazil, has acknowledged plurality in the ways of thinking. The concept is underpinned in some aspects of the so-called Amerindian philosophy, thematizing a possible and desired interlocution with other voices and systems of thought. Following this path, there is an investment in the possibility of thinking human development through the still tenuous traces of openness to the other as a systematic effort to promote an effective dialogue with different cultural and epistemic matrices.
Keywords:
Philosophy of Education; research, amerindian perspectivism