<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. educ.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932016000200255</article-id>
<article-id pub-id-type="doi">10.5965/151939932112016077</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Afrocentricidade: um conceito para a discussão do currículo escolar e a questão étnico-racial na escola]]></article-title>
<article-title xml:lang="en"><![CDATA[Afrocentricity: A concept for the discussion of school curricula and the ethnic-racial issue in schools]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Maurício]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Nove de Julho Faculdade de Educação ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2016</year>
</pub-date>
<volume>21</volume>
<numero>2</numero>
<fpage>255</fpage>
<lpage>261</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932016000200255&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932016000200255&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932016000200255&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo trata da rela&#231;&#227;o entre a Lei n&#186; 10.639 de 2003, que tornou obrigat&#243;rio o estudo de hist&#243;ria e cultura africana e afro-brasileira nos ensinos fundamental e m&#233;dio, e o curr&#237;culo escolar, relacionando-o a temas pr&#243;prios desses universos culturais. O objetivo do artigo &#233; discutir a aplica&#231;&#227;o de um curr&#237;culo afrocentrado, tomando como ponto de partida o conceito de afrocentricidade, proposto pelo educador afroamericano Molefi Asante. Discute-se, nesse sentido, a promo&#231;&#227;o de pr&#225;ticas de intera&#231;&#227;o dos diversos contextos sociais nos quais os alunos est&#227;o inseridos, dentro da din&#226;mica hist&#243;rica e cultural pr&#243;pria do continente africano. A an&#225;lise explora o conceito de afrocentricidade, divulgado nos Estados Unidos da Am&#233;rica entre os anos 1980 e 1990, sobretudo por Molefi Asante, conceito que tem em seus fundamentos as teorias da negritude de Aim&#233; C&#233;saire e do pan-africanismo de Du Bois e Garvey. Segundo Moleti, a ideia de afrocentricidade se op&#245;e &#224; vis&#227;o excludente, discriminat&#243;ria e preconceituosa que a cultura euroc&#234;ntrica historicamente manifesta, defendendo a assun&#231;&#227;o dos afrodescendentes como sujeitos e agentes de pr&#225;ticas culturais e escolares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyzes the Law n&#186; 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 Aim&#233; C&#233;saire'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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Cultura afro-brasileira]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Relações étnicas.]]></kwd>
<kwd lng="en"><![CDATA[African Culture]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Ethnic relations.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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