<?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>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602019000400066</article-id>
<article-id pub-id-type="doi">10.24065/2237-9460.2019v9n4id1005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A IMPORTÂNCIA DE UM CURRÍCULO COM ELEMENTOS AFROCENTRADOS PARA A CONSTITUIÇÃO DE UMA VISÃO EPISTEMOLÓGICA MENOS EUROCENTRADA]]></article-title>
<article-title xml:lang="en"><![CDATA[THE IMPORTANCE OF A CURRICULUM WITH AFROCENTRATED ELEMENTS TO BUILD A LESS EUROCENTRATED EPISTEMOLOGICAL VISION]]></article-title>
<article-title xml:lang="es"><![CDATA[LA IMPORTANCIA DE UN CURRÍCULO CON ELEMENTOS AFROCENTRADOS PARA CONSTRUIR UNA VISIÓN EPISTEMOLÓGICA MENOS EUROCENTRADA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morais]]></surname>
<given-names><![CDATA[Rodrigo Fernandes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Antonio Carlos Fontes dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UFRJ Programa de Pós-Graduação em Ensino de Matemática ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro Instituto de Física ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<volume>9</volume>
<numero>4</numero>
<fpage>66</fpage>
<lpage>94</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602019000400066&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602019000400066&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602019000400066&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Pretendemos neste ensaio mostrar como o currículo eurocêntrico e as práticas pedagógicas eurocentradas perpetuam a colonialidade do saber e do ser, conduzindo o imaginário e as crenças de estudantes constantemente ao norte epistemológico. Ademais, de maneira breve, desvelar que, tanto a ciência hegemônica quanto as tecnologias, também foram construídas por cientistas africanas(os) e afrodiaspóricas(os) e, nesse sentido, buscando deixar um incentivo para que educadoras(es) de física e ciências possam trabalhar a superação da baixa autoestima e do sentimento de inferioridade que imobiliza estudantes negras(os) a partir dos exemplos que serão citados e de inúmeras referências que durante a roda viva da história tenham sido esquecidas, apagadas ou obliteradas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Our intention in this essay is to show how the Eurocentric curriculum and the Eurocentric pedagogical practices perpetuate the coloniality of knowledge and being, leading the students&#8217; imaginary and beliefs constantly toward the epistemological north. In this sense, our scope is to unveil that both the hegemonic science and technologies were also built by African and afrodiasporic Scientists and, in this sense, we seek to leave an incentive for the educators of physics and sciences to be able to overcome the low self-esteem and the feeling of inferiority that immobilize black students from the examples that will be cited and countless references that during the living wheel of history have been forgotten, erased or obliterated.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En este ensayo mostramos como el currículo eurocéntrico y las prácticas pedagógicas eurocentradas perpetúan la colonialidad del saber y del ser, conduciendo el imaginario y las creencias de estudiantes constantemente hacia el norte epistemológico. Además, de manera breve, desvelamos que tanto la ciencia hegemónica como las tecnologías también fueron construídas por científicas(os) africanas(os) y afrodiaspóricas(os) y, en este sentido, buscamos dejar un incentivo para que educadoras(es) de física y ciencias puedan trabajar la superación de la baja autoestima y del sentimiento de inferioridad que inmoviliza a estudiantes negras(os) a partir de los ejemplos que serán citados y de innumerables referencias que durante la rueda viva de la historia hayan sido olvidadas, borradas o obliteradas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de física]]></kwd>
<kwd lng="pt"><![CDATA[Cientistas]]></kwd>
<kwd lng="pt"><![CDATA[Colonialidade]]></kwd>
<kwd lng="en"><![CDATA[Teaching physics]]></kwd>
<kwd lng="en"><![CDATA[Scientists]]></kwd>
<kwd lng="en"><![CDATA[Coloniality]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de lafísica]]></kwd>
<kwd lng="es"><![CDATA[Los científicos]]></kwd>
<kwd lng="es"><![CDATA[Colonialidad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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