Pedagogia afrocentrada: uma abordagem epistemológica em relação com a(s) Amazônia(s)

Abstract

Presenting an epistemological approach that breaks with the mental chain imposed by white supremacy is the purpose of this work. This article aims to investigate the possibilities that the Afrocentric paradigm offers for the promotion of an education for diversity, with an anti-racist nature and in dialogue with the Amazon(s). From a descriptive and exploratory research, in the midst of a bibliographical investigation, we show that Afrocentricity is a paradigm that consolidates itself as an epistemology at the end of the 20th century, but that presents an ancestral connection with Améfrica Ladina and the Caribbean. Its precepts: : a) psychological relocation; b) sense of agency; c) cultural appreciation; d) lexical refinement; ; e) historical repair, in our perception, offer conditions and means to forge teaching and learning processes that face colonial violence and structural racism, main threats to the integrity of the Amazon biome and the dignity of its ancestral.