Resumo

SANT’ANA, Jonathas Vilas Boas de; SUANNO, João Henrique  e  CASTRO, Raimundo Márcio Mota de. AFROCENTRICITY AND CRITICAL INTERCULTURALITY IN EDUCATION: reinventing school based on difference. Rev. Exitus [online]. 2019, vol.9, n.1, pp.426-454.  Epub 15-Jul-2019. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2019v9n1id729.

The cultural differences existing in Brazilian society push and penetrate school education as never before. However, the school remains rooted in the newtonian-cartesian scientific paradigm built in western modernity as a constituent part of the structure of domination erected since 1500, the coloniality of power. As a way of breaking with this reality, it is necessary to strengthen interculturality considering subalternized epistemologies that help to proceed an epistemological decolonization. In this sense, the objective of this article is to point out the potential of the afrocentricity paradigm for the construction of a critical intercultural education that leads to the reinvention of school education. Intercultural education implies reinventing the school in its various dimensions, incorporating difference as constitutive and not as additive. It consists of the epistemological opening of education to difference. From there, it is proposed that the paradigm of Afrocentricity as a subalternized epistemology allows us to rethink school education in different senses. To consider references of African thinking in education is a process of intercultural openness, of epistemological decolonization, of contrariness to the coloniality of power. At the same time it is the proposition of other forms of relation with the cultural differences.

Palavras-chave : School Education; Cultural differences; Afrocentricity.

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