A relational dynamic in the “afrocentramento” of the curriculum: for a policy of difference

Abstract

This text aim to discuss the relational dynamics that surround Afro-centrism, opening up a different approach. Theoretical presuppositions are presented in the fields of the curriculum and ethnic-racial relations. Curriculum is treated as cultural policy. That ethnic-racial relations as an active set of answers in relation to questions in debate that guide the demands in dispute. In the case of Afro-Amerindian-Maranhense culture – in the context of amefricanidade, its autobiographical traces are mobilized in order to illustrate and compose the argumentative scenario in defense of difference as an opening, a flow of meanings. Without pretense of exhaustion, this work highlights that the character of Afrocentramento sees itself being constituted as a tactic in the face of two historic Eurocentric attacks. However, there is a risk – when the lack of open character predominates over two processes of identification and singularities - that cannot be accounted for, since the Afro-Maranhense experience and the autobiography appear as examples of the relational dimension and the impossibility of suturing. The difference refers to unpredictability and events, inevitable to the new, in the face of sedimentation.