<?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>S2237-94602019000100426</article-id>
<article-id pub-id-type="doi">10.24065/2237-9460.2019v9n1id729</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AFROCENTRICIDADE E INTERCULTURALIDADE CRÍTICA NA EDUCAÇÃO: reinventar a escola a partir da diferença]]></article-title>
<article-title xml:lang="en"><![CDATA[AFROCENTRICITY AND CRITICAL INTERCULTURALITY IN EDUCATION: reinventing school based on difference]]></article-title>
<article-title xml:lang="es"><![CDATA[AFROCENTRICIDAD E INTERCULTURALIDAD CRÍTICA EN LA EDUCACIÓN: reinventar la escuela a partir de la diferencia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sant&#8217;Ana]]></surname>
<given-names><![CDATA[Jonathas Vilas Boas de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Suanno]]></surname>
<given-names><![CDATA[João Henrique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[Raimundo Márcio Mota de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,f01  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade de Barcelona  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Estadual de Goiás  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>9</volume>
<numero>1</numero>
<fpage>426</fpage>
<lpage>454</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602019000100426&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602019000100426&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602019000100426&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: As diferenças culturais existentes na sociedade brasileira pressionam e penetram como nunca antes a educação escolar. Todavia, a escola permanece assentada no paradigma científico newtoniano-cartesiano, erigido na modernidade ocidental como parte constitutiva da estrutura de dominação montada desde 1500, a colonialidade do poder. Como via de rompimento com esta realidade é necessário fortalecer a interculturalidade desde epistemologias subalternizadas que ajudem a proceder uma descolonização epistemológica. Neste sentido, o objetivo deste artigo é apontar a potencialidade do paradigma da afrocentricidade para a construção de uma educação intercultural crítica que leve à reinvenção da educação escolar. Interculturalizar a educação implica em reinventar a escola em suas diversas dimensões, incorporando a diferença como constitutiva e não como aditiva. Consiste na abertura epistemológica da educação para a diferença. A partir daí propõe-se que o paradigma da afrocentricidade, enquanto epistemologia subalternizada permite repensar a educação escolar em diversos sentidos. Considerar referenciais de pensamento africano na educação é um processo de abertura intercultural, de descolonização epistemológica, de contrariedade à colonialidade do poder. Ao mesmo tempo é a proposição de outras formas de relação com as diferenças culturais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Las diferencias culturales existentes en la sociedad brasileña presionan y penetran como nunca antes la educación escolar. Sin embargo, la escuela permanece asentada en el paradigma científico newtoniano-cartesiano erigido en la modernidad occidental como parte constitutiva de la estructura de dominación montada desde 1500, la colonialidad del poder. Como vía de rompimiento con esta realidad es necesario fortalecer la interculturalidad considerando epistemologías subalternas que ayuden a proceder a una descolonización epistemológica. En este sentido, el objetivo de este artículo es apuntar la potencialidad del paradigma de la afrocentricidad para la construcción de una educación intercultural crítica que lleve a la reinvención de la educación escolar. Interculturalizar la educación implica reinventar la escuela en sus diversas dimensiones, incorporando la diferencia como constitutiva y no como aditiva. Consiste en la apertura epistemológica de la educación hacia la diferencia. A partir de ahí se propone que el paradigma de la afrocentricidad como epistemología subalterna permita repensar la educación escolar en diversos sentidos. Considerar referencias de pensamiento africano en la educación es un proceso de apertura intercultural, de descolonización epistemológica, de contrariedad a la colonialidad del poder. Al mismo tiempo es la proposición de otras formas de relación con las diferencias culturales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação escolar]]></kwd>
<kwd lng="pt"><![CDATA[Diferenças culturais]]></kwd>
<kwd lng="pt"><![CDATA[Afrocentricidade]]></kwd>
<kwd lng="en"><![CDATA[School Education]]></kwd>
<kwd lng="en"><![CDATA[Cultural differences]]></kwd>
<kwd lng="en"><![CDATA[Afrocentricity]]></kwd>
<kwd lng="es"><![CDATA[Educación escolar]]></kwd>
<kwd lng="es"><![CDATA[Diferencias culturales]]></kwd>
<kwd lng="es"><![CDATA[Afrocentricidad]]></kwd>
</kwd-group>
</article-meta>
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