Afrocentricity Theory: epistemological elements for an afrocentric curriculum

Abstract

This text is a theoretical fragment of a master'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.