O POTENCIAL PEDAGÓGICO DA CATEGORIA POLÍTICO-CULTURAL DE AMEFRICANIDADE

Abstract

This article analyzes the pedagogical potential of the political-cultural category of Amefricanity, developed by Lélia Gonzalez, as a tool for the decolonization of knowledge within the Brazilian educational context. A qualitative approach is adopted, using bibliographic methodology based on a critical review of Gonzalez’s work and its dialogue with Thula Pires’ theory of the racialization of human rights, proposing an education grounded in the experience of the zone of non-being and in intercultural coexistence. The results demonstrate that an Amefrican pedagogical framework disrupts the Eurocentric epistemology of the modern-colonial educational project, preserving the history and knowledge of Black peoples in the Americas as constitutive and structuring elements of the educational process. It concludes that an Afro-centered right to education promotes the recovery and affirmation of the humanity of an entire ethno-racial group, contributing to the construction of a more democratic educational system.