<?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>S2318-19822024000200025</article-id>
<article-id pub-id-type="doi">10.20435/serieestudos.v29i66.1878</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Njila ku kibuku: educação afrocêntrica e construção de novos modos de educar na escola pública]]></article-title>
<article-title xml:lang="en"><![CDATA[Njila ku kibuku: afrocentric education and the construction of new ways of educating in public schools]]></article-title>
<article-title xml:lang="es"><![CDATA[Njila ku kibuku: educación afrocéntrica y la construcción de nuevos modos de educar en la escuela pública]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Taisa de Sousa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rios]]></surname>
<given-names><![CDATA[Jane Adriana Vasconcelos Pacheco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado da Bahia (UNEB)  ]]></institution>
<addr-line><![CDATA[Salvador Bahia]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<volume>29</volume>
<numero>66</numero>
<fpage>25</fpage>
<lpage>48</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822024000200025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822024000200025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822024000200025&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem como proposta refletir sobre a docencia e as experiências afrocêntricas na educação básica, particularmente na escola pública. Nosso objetivo incide em discutir a potencialidade do paradigma da afrocentricidade e dos princípios da educação afrocêntrica para a produção de outras políticas de conhecimento, outras perspectivas curriculares e outros modos de educar em relação às questões étnico-raciais na escola pública. O trabalho centra-se em uma metodologia qualitativa, tomando movimentos bibliográficos sobre o campo de estudo da Afrocentricidade e sobre as memórias pedagógicas afrocêntricas acerca de práticas vivenciadas na rede municipal de Salvador como dispositivo de investigação e espaço de produção de sentidos. Os alinhaves sugerem que as políticas de conhecimento produzidas desde a educação afrocêntrica contribuem para a vivência de modos de educar que rompem com a centralidade eurocêntrica e com a centralidade do racismo no currículo e promovem processos de aprendizagem centrados na própria cultura, história, produção intelectual e agência, fomentando o protagonismo discente e docente e estimulando aspirações educacionais, comunitárias, espirituais e engajamento cognitivo, que auxiliam sujeitos aprendentes e ensinantes a encontrarem o melhor de si.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to reflect on teaching and Afrocentric experiences in basic education, particularly in public schools. Our objective is to discuss the potential of the Afrocentric paradigm and the principles of Afrocentric education for the production of new knowledge policies, new curricula, and new ways of educating regarding ethnic-racial issues in public schools. The work focuses on a qualitative methodology, drawing on bibliographical movements on the field of Afrocentricity studies and on Afrocentric pedagogical memories about practices experienced in the municipal network of Salvador as a research device and a space for sense-making production. The findings suggest that the knowledge policies produced through Afrocentric education contribute to experiences of educating that break with Eurocentric centrality and with the centrality of racism in the curriculum. They promote learning processes centered on one&#8217;s own culture, history, intellectual production, and agency, fostering student and teacher protagonism, and stimulating educational, communal, spiritual aspirations, and cognitive engagement, which assist learners and educators in finding the best within themselves.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como propuesta reflexionar sobre la docencia y las experiencias afrocéntricas en la educación básica, particularmente en la escuela pública. Nuestro objetivo es discutir la potencialidad del paradigma de la afrocentricidad y los princípios de la educación afrocéntrica en la generación de nuevas políticas de conocimiento, nuevos currículos y nuevas formas de educar en relación con las cuestiones étnico-raciales en la escuela pública. El trabajo se centra en una metodologia cualitativa, tomando movimientos bibliográficos sobre el campo de estudios de la Afrocentricidad y memorias pedagógicas afrocéntricas sobre prácticas vivenciadas en la red municipal de Salvador como dispositivo de investigación y espacio de producción de significados. Las puntadas sugieren que las políticas de conocimiento producidas desde la educación afrocéntrica contribuyen a la vivencia de modos de educar que rompen con la centralidad eurocéntrica y con la centralidad del racismo en el currículo, y promueven procesos de aprendizaje centrados en la propia cultura, historia, producción intelectual y agencia, fomentando el protagonismo estudiantil y docente, y estimulando aspiraciones educativas, comunitarias, espirituales y compromiso cognitivo, que ayudan a los sujetos aprendices y enseñantes a encontrar lo mejor de sí mismos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação afrocêntrica]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[educação básica]]></kwd>
<kwd lng="en"><![CDATA[Afrocentric education]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[basic education]]></kwd>
<kwd lng="es"><![CDATA[educación afrocéntrica]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[educación básica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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