Thesis (Ph.D.)--Zhongguo ren min da xue, 2003. / Includes bibliographical references.

Orientador: Alcides Hector Rodriguez Benoit / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-26T14:41:08Z (GMT). No. of bitstreams: 1 Nepomuceno_PenelopeDinizBittencourt_M.pdf: 1783415 bytes, checksum: 399f24ff66cbe0a2ba76394954bfdd16 (MD5) Previous issue date: 2014 / Resumo: O objetivo primordial deste trabalho é, visando à prática, analisar de modo crítico aquilo que Marx denomina como sendo ideologia. Contudo, a apreciação de qualquer temática marxista deve considerar a totalidade na qual se encontra inserida, bem como a relação dialética existente entre seus mais variados elementos. Por isso, começar pelo método, passando pelo sistema, longe de constituir apenas uma escolha, revela-se como exigência basilar que deve nos acompanhar durante toda a empreitada / Abstract: The main objective of this work is to analyze in a critical way what Marx called as being ideology, aiming at the practice. However, the attention to any Marxist theoretical framework must consider the entirety in which it is found, as well as the dialectical relation present amongst their most diverse elements. Therefore, starting from the method, passing through the system, far from constituting only a choice, reveals itself as a basic requirement that must accompany us during this undertaking / Mestrado / Filosofia / Mestra em Filosofia

The quest for epistemic liberation remains an important project in the post-colonial era of Zambia, and entails challenging the existing inequalities in knowledge representation at the epistemic front in the country. At the core of this quest is the position that the continued dominance of Western knowledge and the corresponding marginalisation of indigenous knowledges amount to an epistemic injustice that affects the contemporary existence of the peoples in the country. This study critically examines the problem of epistemic injustice in Zambia while reflecting on the country’s uncompleted project of decolonisation. It traces the problem from the theoretical assumption of modernity that Western knowledge is universal and that it should, therefore, be applied to all societies in the world. It is submitted that the current education system in Zambia is based on this assumption, and, consequently, favours Western knowledge to the exclusion of indigenous knowledges. This practice is identified as a conduit for accelerating epistemic injustice and its intensity in the country. The study approaches this problem from an African philosophical standpoint, and draws its current from the history of the political struggle against domination on the continent. To adequately confront the problem of epistemic injustice in Zambia, the study suggests parity and equilibrium in representation between indigenous knowledges and Western knowledge in the country. / Philosophy, Practical and Systematic Theology / M.A. (Philosophy)