Resumo

SILVA, Maurício. Afrocentricity: A concept for the discussion of school curricula and the ethnic-racial issue in schools. Educ. Puc. [online]. 2016, vol.21, n.2, pp.255-261. ISSN 1519-3993.  https://doi.org/10.5965/151939932112016077.

This article analyzes the Law nº 10.639/2003, which made it compulsory for elementary, middle schools, and and high schools in Brazil to include African and African-Brazilian history and culture in the curricula; i.e., they should address topics related to these cultural universes. The objective of this article is to discuss the implementation of an afrocentric curriculum, based on the concept of afrocentricity proposed by the African-American educator Molefi Asante. Accordingly, practices for promoting the interaction of various social contexts in which students are inserted were discussed considering the historical and cultural dynamics of the African continent. This study addresses the concept of Afrocentricity, which was first introduced in the United States and rooted in the Aimé Césaire's negritude and pan-Africanism of Du Bois and Garvey. According to Asante, the idea of Afrocentricity opposes the exclusionary, discriminatory, and prejudiced view that has been historically expressed by the Eurocentric culture, supporting the assumption that persons of African descent are subjects and agents of cultural and school practices.

Palavras-chave : African Culture; Curriculum; Education; Ethnic relations..

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