Learning and epistemology of the sensible: a look at Umbanda

Abstract

The study examines learning processes in Umbanda, emphasizing the 'epistemology of the sensible.' Starting from the perspective of learning as continuous change, the focus is on identifying knowledge produced in this non-strictly rational universe. Umbanda is seen as a space for knowledge formation, challenging the 'epistemology of the contemptible,' which silences ancestral knowledge in favor of others considered more valuable. The adopted approach seeks a less mechanistic understanding of learning, promoting a more humanized construction of knowledge. The proposal includes a dialogue between education and ethnopsychology to broaden perspectives in formal education, advocating for the appreciation of traditional knowledge and the overcoming of prejudices. The research was conducted with Umbanda practitioners in Rio de Janeiro, invited to revisit their knowledge construction processes. The perspective values the sensitive dimension of learning, emphasizing the importance of experience and meaning in education. The methodology involved the participants producing letters, powerful tools for creating biographical narratives rich in knowledge. Analyzing these letters revealed signs of learning processes aligned with the epistemology of the sensible. These indications suggest that an ethnopsychological approach to learning processes can enhance understanding in formal education settings, contributing to an epistemological and methodological expansion.