Epistemic injustice and moral obligations to africanize the philosophy curriculum in Angola: problems and perspectives

Abstract

This article is based on a theoretical adaptation centered on reflection on epistemic injustice and Kantian and utilitarian ethical foundations, mobilized as analytical instruments to justify the moral necessity of Africanizing the Philosophy curriculum in Angola. Inspired by the text of the Nigerian philosopher Edwin Etieyibo, the study is part of the contemporary debate on the self-determination of teaching and philosophical thought in Africa, defending curricular Africanization as a way to confront hermeneutical and testimonial injustices in the Angolan educational context. The general objective is to analyze the ethical and epistemic foundations that legitimize the Africanization of the Philosophy curriculum in Angola, with the specific objectives of examining the Kantian and utilitarian moral bases of this obligation, contributing to overcoming epistemic injustices in the teaching of Philosophy, and proposing guidelines for a curriculum rooted in Angolan and African realities. The methodology adopted is qualitative, with a bibliographic and documentary approach, supported by legal norms and texts by contemporary African philosophers, using an analytical and discursive method. It is concluded that the Africanization of the Philosophy curriculum in Angola constitutes an unavoidable moral imperative, guided by respect for autonomy, human dignity, and the maximization of the common good.