Resumo

REGIS, Kátia Evangelista; GOMES, Nilma Lino  e  NHALEVILO, Emília Afonso. Possibilities of epistemological foundations for the teaching of afro-brazilian and african history and culture in Brazil:. e-Curriculum [online]. 2022, vol.20, n.1, pp.70-99.  Epub 06-Maio-2022. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2022v20i1p70-99.

In Brazil, for the implementation of Law nº 10.639/2003, it is essential the decolonization of curricula. This process can be enriched from the connection with the debates in African countries about the critique of the hegemony of Eurocentrism. In the article, we will present postdoctoral research results and discuss: a) about the critique of the preponderance of Eurocentrism; b) whether the Histories and Cultures constructed by the Africans themselves integrate their curricula and c) the challenges of curriculum policies in South Africa and Mozambique for the incorporation of Indigenous Knowledge Systems (IKS). Through bibliographical research, we used authors such as Dei, Gomes, Mapara, Nhalevilo and Shizha. We conclude that there are difficulties for such knowledge to be part of the curricula due to the permanence of the perception of their lack of legitimacy in relation to Eurocentric knowledge.

Palavras-chave : curriculum; teaching of afro-brazilian and african history and culture; Indigenous Knowledge Systems (IKS).

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