Implicações axiológicas da filosofia humanista africana de Kenneth Kaunda e da educação para a cidadania no Quênia
DOI:
https://doi.org/10.14393/REPOD-v14n3a2025-76605Palavras-chave:
Humanismo zambiano, Cidadania, Educação para a cidadania, Ensino primárioResumo
Cada vez mais, países em todo o mundo vêm incorporando a promoção da cidadania nos currículos escolares planejados como um meio de sustentar a coesão e a unidade na sociedade. Este estudo utilizou a práxis das ideias da filosofia humanista africana de Kenneth Kaunda para fortalecer a educação para a cidadania no ensino primário. Por se tratar de uma investigação de natureza filosófica, adotou-se a análise conceitual como principal técnica de investigação. A análise conceitual é um método tradicional de esclarecimento de constructos no âmbito da indagação filosófica. Filósofos recorrem a esse procedimento para elucidar significados e delimitações de conceitos, de modo a ampliar a compreensão. O estudo constatou que o humanismo zambiano constitui uma perspectiva crítica para a promoção da educação para a cidadania no Quênia, uma vez que seus princípios são coerentes com a Basic Education Curriculum Framework de 2017 e com o Capítulo Seis da Constituição do Quênia de 2010, relativo à liderança e à integridade.
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