<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822024000300099</article-id>
<article-id pub-id-type="doi">10.20435/serieestudos.v29i67.1897</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Teoria da Afrocentricidade: elementos epistemológicos para um currículo afrocentrado]]></article-title>
<article-title xml:lang="en"><![CDATA[Afrocentricity Theory: epistemological elements for an afrocentric curriculum]]></article-title>
<article-title xml:lang="es"><![CDATA[Teoría de la Afrocentricidad: elementos epistemológicos para un currículo afrocentrado]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Cledson Severino de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reis]]></surname>
<given-names><![CDATA[Maria da Conceição dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Maurício de Nassau  ]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Camaragibe Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2024</year>
</pub-date>
<volume>29</volume>
<numero>67</numero>
<fpage>99</fpage>
<lpage>119</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822024000300099&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822024000300099&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822024000300099&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este texto é um fragmento teórico de uma pesquisa de mestrado em Educação e está baseado pelos estudos da Teoria da Afrocentricidade de Asante (2014) e Mazama (2012). Em síntese, essa teoria contribui para interpretarmos a realidade atual, que se organiza a partir de uma visão eurocêntrica, e reformulá-la, pondo a História negra no centro do debate. Com base nisso e nesses autores, temos como objetivo geral apresentar os elementos centralidade/marginalidade, localização e agência da Teoria da Afrocentricidade como constructos de um currículo afrocentrado, bem como, especificamente, detalhar esses três aspectos epistêmicos e entender alguns apontamentos sobre as condições pedagógicas e científicas para uma educação afrocentrada e antirracista. Para tanto, apresentamos um recorte do método bibliográfico utilizado na pesquisa principal, apresentando um diálogo entre diferentes autores que contribuem com a teoria em evidência. Argumenta-se, enquanto resultado da incursão bibliográfica, que há predominância da hegemonia europeia na forma das pessoas, principalmente as negras, compreenderem o mundo; além de haver influência eurocêntrica na educação, dificultando que esta se torne afrocentrada e antirracista. Por fim, consideramos que a Teoria da Afrocentricidade permite a proposição de outra opção à epistemologia europeia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This text is a theoretical fragment of a master&#8217;s research in Education and is based on the studies of the Afrocentric Theory by Asante (2014) and Mazama (2012). In summary, this theory contributes to interpreting the current reality, which is organized from a Eurocentric perspective, and reformulating it by placing black history at the center of the debate. Based on this and these authors, our general aim is to present the elements of centrality/marginality, location, and agency of the Afrocentric Theory as constructs of an Afrocentric curriculum. Specifically, we aim to detail these three epistemic aspects and understand some insights into the pedagogical and scientific conditions for an Afrocentric and anti-racist education. To do so, we present a section of the bibliographic method used in the main research, providing a dialogue among different authors who contribute to the theory in question. It is argued, as a result of the bibliographic exploration, that there is a predominance of European hegemony in the way people, especially black individuals, understand the world. There is also a Eurocentric influence in education, making it difficult for it to become Afrocentric and anti-racist. Finally, we consider that the Afrocentric Theory allows the proposal of another option to European epistemology.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este texto es un fragmento teórico de una investigación de maestría en educación y se basa en los estudios de la Teoría Afrocentrista de Asante (2014) y Mazama (2012). En resumen, esta teoría contribuye a interpretar la realidad actual, que se organiza desde una perspectiva eurocéntrica, y reformularla al colocar la historia negra en el centro del debate. Basándonos en esto y en estos autores, nuestro objetivo general es presentar los elementos de centralidad/marginalidad, ubicación y agencia de la Teoría Afrocentrista como constructos de un currículo afrocentrista. Específicamente, buscamos detallar estos tres aspectos epistémicos y comprender algunas reflexiones sobre las condiciones pedagógicas y científicas para una educación afrocentrista y antirracista. Para ello, presentamos un recorte del método bibliográfico utilizado en la investigación principal, estableciendo un diálogo entre diferentes autores que contribuyen a la teoría en cuestión. Se argumenta, como resultado de la incursión bibliográfica, que existe un predominio de la hegemonía europea en la forma en que las personas, especialmente las negras, entienden el mundo. También hay una influencia eurocéntrica en la educación, lo que dificulta que esta se vuelva afrocentrista y antirracista. Finalmente, consideramos que la Teoría Afrocentrista permite proponer otra opción a la epistemología europea.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Teoria da Afrocentricidade]]></kwd>
<kwd lng="pt"><![CDATA[epistemologia afrocentrada]]></kwd>
<kwd lng="pt"><![CDATA[educação antirracista.]]></kwd>
<kwd lng="en"><![CDATA[Afrocentric Theory]]></kwd>
<kwd lng="en"><![CDATA[afrocentric epistemology]]></kwd>
<kwd lng="en"><![CDATA[anti-racist education.]]></kwd>
<kwd lng="es"><![CDATA[Teoría Afrocentrista]]></kwd>
<kwd lng="es"><![CDATA[epistemología afrocentrista]]></kwd>
<kwd lng="es"><![CDATA[educación antirracista.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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