{"id":90718,"date":"2024-08-01T07:01:00","date_gmt":"2024-08-01T10:01:00","guid":{"rendered":"https:\/\/www.ufrgs.br\/jornal\/?p=90718"},"modified":"2024-08-14T09:13:14","modified_gmt":"2024-08-14T12:13:14","slug":"africa-was-the-pioneer-of-the-higher-education-concept-but-europe-carries-the-fame-for-establishing-their-model-to-the-world","status":"publish","type":"post","link":"https:\/\/www.ufrgs.br\/jornal\/africa-was-the-pioneer-of-the-higher-education-concept-but-europe-carries-the-fame-for-establishing-their-model-to-the-world\/","title":{"rendered":"Africa was the pioneer of the higher education concept, but Europe carries the fame for establishing their model to the world"},"content":{"rendered":"\n

Education | Researchers point out the lack of knowledge about the reality of African populations and the imposition of the Eurocentric paradigm among the reasons for the predominance of an educational system over others<\/strong><\/h4>\n\n\n\n

*By Elstor Hanzen <\/a><\/em>
*First published May 25, 2023<\/em>
*Illustration: Mitti Mendon\u00e7a<\/em><\/p>\n\n\n\n

African history and culture are often misunderstood and stereotyped, not only in Brazil but in other parts of the world. Looking into the history of African universities and their contribution to global knowledge can help challenge these misperceptions and highlight the richness of African culture and thought. On the one hand, it is recognized that the seed of formal education rose on the African continent in the medieval period. On the other hand, political, cultural, and economic power prevailed when naming the origin of education models, since universities mentioned and expanded as models around the world \u2014 such as Bologna (Italy), Oxford and Cambridge (England) and Paris (France) \u2014 are of European lineage.<\/p>\n\n\n\n

Writer, researcher and professor in the History department of UFRGS, Jos\u00e9 Rivair Macedo points out similarities and differences in the origin and evolution of higher education institutions in history. \u201cThere are factors that contribute to the idea that \u200b\u200bthe first places of education in Europe were inspired by schools of knowledge in North Africa, called madrasas \u2014 places of religious formation. Even in Europe, initially, the content taught was of a religious nature, just as the name collegia <\/em>came from the previous period and from another continent [Europe],\u201d he explains. The historian highlights that there was a process of secularization of the collegia <\/em>(European educational establishments) based on European white men vision of higher education and training paradigm.<\/p>\n\n\n\n

The single-sided story which denied the African continent to have a structured system of production of knowledge has long establishing Europe as an exceptional educational space. However, there is material to affirm that Africa already had educational spaces considered universities in the 8th century, and much of the knowledge attributed to Europe comes from the African continent, explains Delton Aparecido Felipe, professor and researcher at the Center for Afro-Brazilian Interdisciplinary Studies at the State University of Maring\u00e1 (Paran\u00e1). \u201cWe have to remember that until 1950, 1960, we used to have access to a single narrative about the African continent \u2013 a delusive, single-sided one, which reinforced stereotypes, such as the idea of \u200b\u200ban Africa as a place of isolated, savage and uncivilized people.\u201d<\/p>\n\n\n

\n
\"\"
Professor Rivair, in 2016, with participants of the Semana \u00c1frica<\/em> (Africa Week) at UFRGS (Photo: Personal archive)<\/figcaption><\/figure>\n<\/div>\n\n\n

According to Delton, also director for International Relations at the Associa\u00e7\u00e3o Brasileira de Pesquisadores\/as Negros\/as<\/em> (Brazilian Association of Black Researchers), this type of tradition helps, for example, to establish and place Europe in a regime of exceptionality, as the space for the main productions of knowledge and universities. \u201cWe can conclude that, while Europe had its first universities there in the 11th century, the African continent had educational places that can be understood as universities as early as in the 8th century. Just as we know that much of what was produced by Africa, the knowledge itself about human biology, bodies, astronomy, mathematics, science, architecture, is often attributed to Europe,\u201d he explains.<\/p>\n\n\n\n

The researcher adds that Latin American colleagues call this phenomenon epistemic extractivism, that is, beyond Eurocentrism, it causes epistemicide<\/em>. \u201cAs \u00c9dison Carneiro said, the knowledge of black people and their ancestors was appropriated and removed from black protagonism, making us believe that it had come from European people. And today we have the basis to say no, that this knowledge was previously available to African people, and many of whom lived below the Sahara desert line,\u201d he says, referring to the various educational initiatives of the time in the North of the African continent, from Morocco to Egypt.<\/p>\n\n\n\n

Embryos of university establishments in the Middle Ages<\/strong><\/p>\n\n\n

\n
\"\"
Source: Jos\u00e9 Rivair Macedo<\/figcaption><\/figure>\n<\/div>\n\n\n

<\/p>\n\n\n\n

Contemporary universities<\/strong><\/h5>\n\n\n\n

Contemporary universities in Africa arise partially from ancient educational establishments, especially in some places, such as in the northern sub-Saharan part of the Niger River Basin, where there were madrasas, and also in the eastern part of the continent, on the Indian coast, where there are ancient institutions of Muslim knowledge, explains Jos\u00e9 Rivair Macedo. For the historian, it is important to distinguish these areas of the continent from others where there were no educational establishments, which were purely agricultural locations. Having this in mind will definitely shed light on the influence of colonization.<\/p>\n\n\n\n

\u201cThe European colonization of Africa took place around 1880 and lasted until 1970. This period corresponds, from the point of view of knowledge, to a moment of cultural imposition by the white Western world of curricular or religious, missionary teaching, on African students in schools and universities,\u201d says Rivair.<\/p>\n\n\n\n

The professor explains that adherence to the European model was much easier in regions where there was still no teaching baseline. So, there is a large circulation of Western information on the continent, and the first African intellectuals and leaders were practically all educated using European teaching methodology, he highlights. From then on, the Africans themselves educated by the European empire circulated and reproduced the culture they learned. The researcher cites two examples. \u201cIn the struggles for independence in Cape Verde, they met or got to know each other at the student’s house, in Portugal; as well as in 1956, when the so-called first meeting of black writers and artists took place at the University of Paris.\u201d<\/p>\n\n\n\n

The director of International Relations at ABPN argues that it is necessary to consider some singularities of each population and culture to understand the process of secularization of education. He highlights that the very notion of time is different between Africans and Europeans, for example. While Europeans follow a chronology, Africans give greater value to mythical time, to endogenous knowledge.<\/p>\n\n\n\n

\n

\u201cThere is an idea of \u200b\u200bteaching that comes from orality. We must remember that many African populations have the basis: writing is kept in the head, and what is said is kept in the heart.\u201d<\/p>\nDelton Aparecido Felipe<\/em><\/cite><\/blockquote>\n\n\n\n

Therefore, Delton emphasizes that an apologetic production of knowledge often does not use an appropriate methodology to be considered \u2018Science\u2019, but can be vital for a population. \u201cWe have to remember that this idea of \u200b\u200bScience comes from a model of production and construction of European society, so we are talking about a form of education imported for black people.\u201d<\/p>\n\n\n\n

From the 80s and 90s of the last century, a group called New Studies of the African Continent began, stresses the professor in the State University of Maring\u00e1, which produces scientific academic knowledge about certain methodological rituals. This is important, according to him, because it will serve as a basis for the study of the reality of black people with specific academic references and in languages \u200b\u200bother than English and French. \u201cI always tell my students that we need to think about time for traditional African people beyond Western references. In other words, honor our ancestors to think about Africa today, understand ways of doing science, build knowledge based on other references and educational possibilities, even beyond preparation for the job market,\u201d exemplifies the teacher.<\/p>\n\n\n\n

A few contemporary institutions<\/strong><\/p>\n\n\n

\n
\"\"
Source: Jos\u00e9 Rivair Macedo<\/figcaption><\/figure>\n<\/div>\n\n\n

<\/p>\n\n\n\n

Transnational experience <\/strong><\/h5>\n\n\n\n

The experience of living in an African country has been transformative in the life of Brazilian Jana\u00edna Vianna da Concei\u00e7\u00e3o. The professor moved to S\u00e3o Tom\u00e9 and Pr\u00edncipe in 2019 to lead the Programa Leitorado Brasileiro<\/em>, in which Brazilian Literature teachers work in foreign higher education institutions to promote the Portuguese language and Brazilian literature. There, she teaches classes on Portuguese Language, supervises final papers, works in research groups on reading mediation and coordinates the community outreach project Leituragem: quem l\u00ea, viaja<\/em>. These and other activities are being recorded on the Leitorado Guimar\u00e3es Rosa em S\u00e3o Tom\u00e9 and Pr\u00edncipe<\/em> page on Facebook.<\/p>\n\n\n\n

\u201cI came from a state where the majority of the population is white (Rio Grande do Sul). Being in a country where I see black people occupying different social positions in society and where I see myself represented on television and on billboards is a new experience. At first, it was very shocking,\u201d she reported.<\/p>\n\n\n

\n
\"\"
Students of the Portuguese Language course at the University of S\u00e3o Tom\u00e9 and Pr\u00edncipe and participants in the reading mediation group Leituragem: quem l\u00ea, viaja<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n

<\/p>\n\n\n\n

S\u00e3o Tom\u00e9 and Pr\u00edncipe is a country of 200 thousand inhabitants that has a great linguistic-cultural diversity. According to her, knowing the history of important black people, whose existence she had no idea about before, has been revealing in expanding her references.<\/p>\n\n\n\n

\n

\u201cI am grateful to know that people like the leader Rei Amador, writers like Alda Esp\u00edrito Santo, Concei\u00e7\u00e3o Lima and Olinda Beja, Katya Arag\u00e3o (filmmaker), and Gilberto Gil Umbelina (singer from the island of Pr\u00edncipe), for example, existed\/still exist. I feel that by knowing them I also know more about myself, I feel more fulfilled\u201d<\/p>\nJana\u00edna Vianna da Concei\u00e7\u00e3o<\/em><\/cite><\/blockquote>\n\n\n

\n
\"\"
Jana\u00edna Vianna da Concei\u00e7\u00e3o, Idal\u00e9cio D\u2019Alva and Ayols\u00e9 Pires dos Santos in 2021 on Africa Day (May 25) at San Fen\u00edcia Elementary School for the 1st<\/sup> Academic-Cultural Week of S\u00e3o Tom\u00e9 and Pr\u00edncipe<\/figcaption><\/figure>\n<\/div>\n\n\n

Regarding the differences between the Brazilian and African teaching models, Concei\u00e7\u00e3o says that there is no unity in the ways of teaching, especially when considering that Africa is made up of 54 countries. She remembers that teaching there is oriented and designed for the community, focused more on experience. \u201cIn S\u00e3o Tom\u00e9 and Pr\u00edncipe, there is still a predominance of a Eurocentric curriculum and state policies that follow this model. It is a country that gained its independence in 1975, and the Higher Polytechnic Institute, founded in 1996, was converted into a university in 2014.\u201d<\/p>\n\n\n\n

The opposite path was taken by Felizberto Alberto Mango, a student who is taking his doctoral training in Public Policies at UFRGS and one of the 81 African graduate students currently enrolled at the University. He left Guinea-Bissau to come to Brazil in 2013 aiming at pursuing a degree, motivated by the opportunity for free higher education in Brazil, since there is no free education in his own country. \u201cIn brief, I would say that studying in Brazil was a unique experience that transformed my life and probably the life of many of my fellow countrymen, as I was able to have opportunities and conditions to study with scholarships without which I might not have been able to achieve,\u201d he summarizes, and thanks local public education policies. His doctoral dissertation conclusion is scheduled for April 2025.<\/p>\n\n\n

\n
\"\"
II S\u00e3o Tom\u00e9 and Pr\u00edncipe Portuguese Language Symposium, event organized by the University of S\u00e3o Tom\u00e9 and Pr\u00edncipe and the Guimar\u00e3es Rosa Institute, in S\u00e3o Tom\u00e9, in May 2023 (Photo: Personal archive)<\/figcaption><\/figure>\n<\/div>\n\n
\n
\"\"
Audience for the lecture \u201cMarginalization of the Black Body\u201d, in 2021, at San Fen\u00edcia Elementary School, for the 1st Cultural-Academic Week of S\u00e3o Tom\u00e9 and Pr\u00edncipe on Africa Day (May 25)<\/figcaption><\/figure>\n<\/div>\n\n\n

<\/p>\n\n\n\n

Afro knowledge in Brazil<\/strong><\/h5>\n\n\n\n

Centers for Afro-Oriental studies were created in Brazil from the 1950s onwards and were fundamental for the production of knowledge about black people in Brazil and around the world. Today there are Afro-Brazilian study centers and other organizations for knowledge production. There were also improvements in legislation, such as Law 10.639, of 2003, which established the teaching of Afro-Brazilian history and culture in schools, and the Lei de Cotas (Quotas Law). These laws have contributed to a more inclusive education and worked to fight racism, in addition to appreciating more the black knowledge production.<\/p>\n\n\n\n

Professor of the Postgraduate Program in Communication at the Federal University of Santa Maria (UFSM) and researcher on topics such as structural racism, Jairo Ferreira compares aspects of legislation, social practices and imaginary in social construction and formation. He emphasizes that it is important to start from the understanding that a society is built of social imaginaries, codes and practices other than laws.<\/p>\n\n\n\n

\n

\u201cWhat the Northern countries did was automate the machine starting with the Industrial Revolution, after having established their conception of the world with the pillars of education and culture. That is, the concretization of the idea through politics, economics and technology\u201d<\/p>\nJairo Ferreira<\/em><\/cite><\/blockquote>\n\n\n\n

He remembers that Science was already extremely diverse since the Islamic world \u2013 architecture, medicine and engineering. The Islamic economy (Western, from the Moors, and Eastern, from the Turks) was handcrafted. At most, it was closer to manufacturing. The relationship with spirituality was mediated by writing. It was the North that has automated everything, driven by primitive accumulation and the law of profitability. \u201cThis Nordic reference from the last centuries, of a superior people, is one of the main sources of racism. A religious (Christianity), economic (the capitalist way of production) and political (democracy) superiority,\u201d he adds. The professor also emphasizes that it is necessary to expose and debate such legacies, as well as to map and value the social practices of black people to change social relations by overcoming racism, focusing on these three founding axes and justification of domination. <\/p>\n\n\n\n

Regarding the social practices of black people, Delton highlights the centers of Afro-Oriental studies or Afro studies, which began to develop in Brazil in the 1950s. According to the professor at the State University of Maring\u00e1, the first was in Bahia, soon after in Rio de Janeiro and S\u00e3o Paulo. Spaces for Afro studies are fundamental for developing information and producing knowledge about black people in Brazil and abroad. \u201cI remember now, for example, that the C\u00e2ndido Mendes University, in Rio de Janeiro, had a very interesting Afro studies center, and one of the black authors and intellectuals who studied there was L\u00e9lia Gonz\u00e1lez.\u201d<\/p>\n\n\n\n

Today, besides these centers that many universities maintain, there are centers for Afro-Brazilian studies and knowledge producers, such as the ABPN itself, in addition to policies and continuous teaching of topics at the higher education level. Delton recalls that Professor Petronilha Beatriz Gon\u00e7alves e Silva herself prepared a report in 2004 in which she said it was necessary to carry out the process of recognizing the existence of racism in Brazil and establishing a policy to repair all rights, including the right to know about one’s ancestry. \u201cThis was taken away from the black population. Therefore, it is necessary to build a valorization policy, that is, recognition, reparation and valorization are fundamental for the effective teaching of Afro-Brazilian history and culture,\u201d emphasizes the researcher.<\/p>\n\n\n

\n
\"\"
CINE-\u00c1FRICA<\/em> event at the State University of Paran\u00e1, in Campo Mour\u00e3o\/PR (Photo: Personal Archive)<\/figcaption><\/figure>\n<\/div>\n\n\n
\n\n\n\n

Translated into English by Bianca Costa Lopes<\/strong>, undergraduate student enrolled in the course \u201cSupervised Translation Training II (English)\u201d of the Undergraduate Program in Language and Literature, under the supervision and translation revision of Professor Elizamari R. Becker (P.h.D.) \u2013 IL\/UFRGS.<\/p>\n\n\n\n

\n\n\n\n

:: Read in portuguese<\/strong>
Continente africano foi precursor da ideia de educa\u00e7\u00e3o superior, mas Europa leva refer\u00eancia por instituir seu modelo ao mundo\u00a0<\/a><\/p>\n\n\n\n

\n","protected":false},"excerpt":{"rendered":"

Education | Researchers point out the lack of knowledge about the reality of African populations and the imposition of the Eurocentric paradigm among the reasons for the predominance of an educational system over othersLeia mais<\/a><\/span><\/p>\n","protected":false},"author":1,"featured_media":64437,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_themeisle_gutenberg_block_has_review":false,"page_builder":"","footnotes":"","_ppma_block_editor_authors":""},"categories":[4495],"tags":[],"ppma_author":[2938,2946],"class_list":["entry","author-gerente","has-excerpt","post-90718","post","type-post","status-publish","format-standard","has-post-thumbnail","category-in-english"],"pp_statuses_selecting_workflow":false,"pp_workflow_action":"current","pp_status_selection":"publish","yoast_head":"\nAfrica was the pioneer of the higher education concept, but Europe carries the fame for establishing their model to the world - Jornal da Universidade<\/title>\n<meta name=\"description\" content=\"Education | Researchers point out the lack of knowledge about the reality of African populations and the imposition of the Eurocentric paradigm among the reasons for the predominance of an educational system over others\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.ufrgs.br\/jornal\/africa-was-the-pioneer-of-the-higher-education-concept-but-europe-carries-the-fame-for-establishing-their-model-to-the-world\/\" \/>\n<meta property=\"og:locale\" content=\"pt_BR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Africa was the pioneer of the higher education concept, but Europe carries the fame for establishing their model to the world - Jornal da Universidade\" \/>\n<meta property=\"og:description\" content=\"Education | Researchers point out the lack of knowledge about the reality of African populations and the imposition of the Eurocentric paradigm among the reasons for the predominance of an educational system over others\" \/>\n<meta property=\"og:url\" content=\"https:\/\/www.ufrgs.br\/jornal\/africa-was-the-pioneer-of-the-higher-education-concept-but-europe-carries-the-fame-for-establishing-their-model-to-the-world\/\" \/>\n<meta property=\"og:site_name\" content=\"Jornal da Universidade\" \/>\n<meta property=\"article:publisher\" content=\"https:\/\/www.facebook.com\/jornaldauniversidadeufrgs\" \/>\n<meta property=\"article:published_time\" content=\"2024-08-01T10:01:00+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2024-08-14T12:13:14+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/www.ufrgs.br\/jornal\/wp-content\/uploads\/2023\/03\/Mitti-Mendonca_photo-output1.jpg\" \/>\n\t<meta property=\"og:image:width\" content=\"1500\" \/>\n\t<meta property=\"og:image:height\" content=\"844\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\n<meta name=\"author\" content=\"Jornal da Universidade, Elstor Hanzen\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:creator\" content=\"@jornaldaufrgs\" \/>\n<meta name=\"twitter:site\" content=\"@jornaldaufrgs\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"NewsArticle\",\"@id\":\"https:\\\/\\\/www.ufrgs.br\\\/jornal\\\/africa-was-the-pioneer-of-the-higher-education-concept-but-europe-carries-the-fame-for-establishing-their-model-to-the-world\\\/#article\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/www.ufrgs.br\\\/jornal\\\/africa-was-the-pioneer-of-the-higher-education-concept-but-europe-carries-the-fame-for-establishing-their-model-to-the-world\\\/\"},\"author\":{\"name\":\"Jornal da Universidade\",\"@id\":\"https:\\\/\\\/www.ufrgs.br\\\/jornal\\\/#\\\/schema\\\/person\\\/6a4a28aca6862d44478244aebd5cd3d6\"},\"headline\":\"Africa was the pioneer of the higher education concept, but Europe carries the fame for establishing their model to the world\",\"datePublished\":\"2024-08-01T10:01:00+00:00\",\"dateModified\":\"2024-08-14T12:13:14+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\\\/\\\/www.ufrgs.br\\\/jornal\\\/africa-was-the-pioneer-of-the-higher-education-concept-but-europe-carries-the-fame-for-establishing-their-model-to-the-world\\\/\"},\"wordCount\":2500,\"publisher\":{\"@id\":\"https:\\\/\\\/www.ufrgs.br\\\/jornal\\\/#organization\"},\"image\":{\"@id\":\"https:\\\/\\\/www.ufrgs.br\\\/jornal\\\/africa-was-the-pioneer-of-the-higher-education-concept-but-europe-carries-the-fame-for-establishing-their-model-to-the-world\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/www.ufrgs.br\\\/jornal\\\/wp-content\\\/uploads\\\/2023\\\/03\\\/Mitti-Mendonca_photo-output1.jpg\",\"articleSection\":[\"In English\"],\"inLanguage\":\"pt-BR\"},{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/www.ufrgs.br\\\/jornal\\\/africa-was-the-pioneer-of-the-higher-education-concept-but-europe-carries-the-fame-for-establishing-their-model-to-the-world\\\/\",\"url\":\"https:\\\/\\\/www.ufrgs.br\\\/jornal\\\/africa-was-the-pioneer-of-the-higher-education-concept-but-europe-carries-the-fame-for-establishing-their-model-to-the-world\\\/\",\"name\":\"Africa was the pioneer of the higher education concept, but Europe carries the fame for establishing their model to the world - Jornal da Universidade\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/www.ufrgs.br\\\/jornal\\\/#website\"},\"primaryImageOfPage\":{\"@id\":\"https:\\\/\\\/www.ufrgs.br\\\/jornal\\\/africa-was-the-pioneer-of-the-higher-education-concept-but-europe-carries-the-fame-for-establishing-their-model-to-the-world\\\/#primaryimage\"},\"image\":{\"@id\":\"https:\\\/\\\/www.ufrgs.br\\\/jornal\\\/africa-was-the-pioneer-of-the-higher-education-concept-but-europe-carries-the-fame-for-establishing-their-model-to-the-world\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/www.ufrgs.br\\\/jornal\\\/wp-content\\\/uploads\\\/2023\\\/03\\\/Mitti-Mendonca_photo-output1.jpg\",\"datePublished\":\"2024-08-01T10:01:00+00:00\",\"dateModified\":\"2024-08-14T12:13:14+00:00\",\"description\":\"Education | Researchers point out the lack of knowledge about the reality of African populations and the imposition of the Eurocentric paradigm among the reasons for the predominance of an educational system over others\",\"breadcrumb\":{\"@id\":\"https:\\\/\\\/www.ufrgs.br\\\/jornal\\\/africa-was-the-pioneer-of-the-higher-education-concept-but-europe-carries-the-fame-for-establishing-their-model-to-the-world\\\/#breadcrumb\"},\"inLanguage\":\"pt-BR\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\\\/\\\/www.ufrgs.br\\\/jornal\\\/africa-was-the-pioneer-of-the-higher-education-concept-but-europe-carries-the-fame-for-establishing-their-model-to-the-world\\\/\"]}]},{\"@type\":\"ImageObject\",\"inLanguage\":\"pt-BR\",\"@id\":\"https:\\\/\\\/www.ufrgs.br\\\/jornal\\\/africa-was-the-pioneer-of-the-higher-education-concept-but-europe-carries-the-fame-for-establishing-their-model-to-the-world\\\/#primaryimage\",\"url\":\"https:\\\/\\\/www.ufrgs.br\\\/jornal\\\/wp-content\\\/uploads\\\/2023\\\/03\\\/Mitti-Mendonca_photo-output1.jpg\",\"contentUrl\":\"https:\\\/\\\/www.ufrgs.br\\\/jornal\\\/wp-content\\\/uploads\\\/2023\\\/03\\\/Mitti-Mendonca_photo-output1.jpg\",\"width\":1500,\"height\":844},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\\\/\\\/www.ufrgs.br\\\/jornal\\\/africa-was-the-pioneer-of-the-higher-education-concept-but-europe-carries-the-fame-for-establishing-their-model-to-the-world\\\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"In\u00edcio\",\"item\":\"https:\\\/\\\/www.ufrgs.br\\\/jornal\\\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Africa was the pioneer of the higher education concept, but Europe carries the fame for establishing their model to the world\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\\\/\\\/www.ufrgs.br\\\/jornal\\\/#website\",\"url\":\"https:\\\/\\\/www.ufrgs.br\\\/jornal\\\/\",\"name\":\"Jornal da Universidade | UFRGS\",\"description\":\"\",\"publisher\":{\"@id\":\"https:\\\/\\\/www.ufrgs.br\\\/jornal\\\/#organization\"},\"alternateName\":\"JU | UFRGS\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\\\/\\\/www.ufrgs.br\\\/jornal\\\/?s={search_term_string}\"},\"query-input\":{\"@type\":\"PropertyValueSpecification\",\"valueRequired\":true,\"valueName\":\"search_term_string\"}}],\"inLanguage\":\"pt-BR\"},{\"@type\":\"Organization\",\"@id\":\"https:\\\/\\\/www.ufrgs.br\\\/jornal\\\/#organization\",\"name\":\"Universidade Federal do Rio Grande do Sul\",\"alternateName\":\"UFRGS\",\"url\":\"https:\\\/\\\/www.ufrgs.br\\\/jornal\\\/\",\"logo\":{\"@type\":\"ImageObject\",\"inLanguage\":\"pt-BR\",\"@id\":\"https:\\\/\\\/www.ufrgs.br\\\/jornal\\\/#\\\/schema\\\/logo\\\/image\\\/\",\"url\":\"https:\\\/\\\/www.ufrgs.br\\\/jornal\\\/wp-content\\\/uploads\\\/2020\\\/07\\\/LOGOS-UFRGS-PRETO_VERMELHO-e1586884311936.jpg\",\"contentUrl\":\"https:\\\/\\\/www.ufrgs.br\\\/jornal\\\/wp-content\\\/uploads\\\/2020\\\/07\\\/LOGOS-UFRGS-PRETO_VERMELHO-e1586884311936.jpg\",\"width\":83,\"height\":64,\"caption\":\"Universidade Federal do Rio Grande do Sul\"},\"image\":{\"@id\":\"https:\\\/\\\/www.ufrgs.br\\\/jornal\\\/#\\\/schema\\\/logo\\\/image\\\/\"},\"sameAs\":[\"https:\\\/\\\/www.facebook.com\\\/jornaldauniversidadeufrgs\",\"https:\\\/\\\/x.com\\\/jornaldaufrgs\",\"https:\\\/\\\/www.instagram.com\\\/ufrgs.jornal\\\/\"]},{\"@type\":\"Person\",\"@id\":\"https:\\\/\\\/www.ufrgs.br\\\/jornal\\\/#\\\/schema\\\/person\\\/6a4a28aca6862d44478244aebd5cd3d6\",\"name\":\"Jornal da Universidade\"}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"Africa was the pioneer of the higher education concept, but Europe carries the fame for establishing their model to the world - Jornal da Universidade","description":"Education | Researchers point out the lack of knowledge about the reality of African populations and the imposition of the Eurocentric paradigm among the reasons for the predominance of an educational system over others","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/www.ufrgs.br\/jornal\/africa-was-the-pioneer-of-the-higher-education-concept-but-europe-carries-the-fame-for-establishing-their-model-to-the-world\/","og_locale":"pt_BR","og_type":"article","og_title":"Africa was the pioneer of the higher education concept, but Europe carries the fame for establishing their model to the world - Jornal da Universidade","og_description":"Education | Researchers point out the lack of knowledge about the reality of African populations and the imposition of the Eurocentric paradigm among the reasons for the predominance of an educational system over others","og_url":"https:\/\/www.ufrgs.br\/jornal\/africa-was-the-pioneer-of-the-higher-education-concept-but-europe-carries-the-fame-for-establishing-their-model-to-the-world\/","og_site_name":"Jornal da Universidade","article_publisher":"https:\/\/www.facebook.com\/jornaldauniversidadeufrgs","article_published_time":"2024-08-01T10:01:00+00:00","article_modified_time":"2024-08-14T12:13:14+00:00","og_image":[{"width":1500,"height":844,"url":"https:\/\/www.ufrgs.br\/jornal\/wp-content\/uploads\/2023\/03\/Mitti-Mendonca_photo-output1.jpg","type":"image\/jpeg"}],"author":"Jornal da Universidade, Elstor Hanzen","twitter_card":"summary_large_image","twitter_creator":"@jornaldaufrgs","twitter_site":"@jornaldaufrgs","schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"NewsArticle","@id":"https:\/\/www.ufrgs.br\/jornal\/africa-was-the-pioneer-of-the-higher-education-concept-but-europe-carries-the-fame-for-establishing-their-model-to-the-world\/#article","isPartOf":{"@id":"https:\/\/www.ufrgs.br\/jornal\/africa-was-the-pioneer-of-the-higher-education-concept-but-europe-carries-the-fame-for-establishing-their-model-to-the-world\/"},"author":{"name":"Jornal da Universidade","@id":"https:\/\/www.ufrgs.br\/jornal\/#\/schema\/person\/6a4a28aca6862d44478244aebd5cd3d6"},"headline":"Africa was the pioneer of the higher education concept, but Europe carries the fame for establishing their model to the world","datePublished":"2024-08-01T10:01:00+00:00","dateModified":"2024-08-14T12:13:14+00:00","mainEntityOfPage":{"@id":"https:\/\/www.ufrgs.br\/jornal\/africa-was-the-pioneer-of-the-higher-education-concept-but-europe-carries-the-fame-for-establishing-their-model-to-the-world\/"},"wordCount":2500,"publisher":{"@id":"https:\/\/www.ufrgs.br\/jornal\/#organization"},"image":{"@id":"https:\/\/www.ufrgs.br\/jornal\/africa-was-the-pioneer-of-the-higher-education-concept-but-europe-carries-the-fame-for-establishing-their-model-to-the-world\/#primaryimage"},"thumbnailUrl":"https:\/\/www.ufrgs.br\/jornal\/wp-content\/uploads\/2023\/03\/Mitti-Mendonca_photo-output1.jpg","articleSection":["In English"],"inLanguage":"pt-BR"},{"@type":"WebPage","@id":"https:\/\/www.ufrgs.br\/jornal\/africa-was-the-pioneer-of-the-higher-education-concept-but-europe-carries-the-fame-for-establishing-their-model-to-the-world\/","url":"https:\/\/www.ufrgs.br\/jornal\/africa-was-the-pioneer-of-the-higher-education-concept-but-europe-carries-the-fame-for-establishing-their-model-to-the-world\/","name":"Africa was the pioneer of the higher education concept, but Europe carries the fame for establishing their model to the world - Jornal da Universidade","isPartOf":{"@id":"https:\/\/www.ufrgs.br\/jornal\/#website"},"primaryImageOfPage":{"@id":"https:\/\/www.ufrgs.br\/jornal\/africa-was-the-pioneer-of-the-higher-education-concept-but-europe-carries-the-fame-for-establishing-their-model-to-the-world\/#primaryimage"},"image":{"@id":"https:\/\/www.ufrgs.br\/jornal\/africa-was-the-pioneer-of-the-higher-education-concept-but-europe-carries-the-fame-for-establishing-their-model-to-the-world\/#primaryimage"},"thumbnailUrl":"https:\/\/www.ufrgs.br\/jornal\/wp-content\/uploads\/2023\/03\/Mitti-Mendonca_photo-output1.jpg","datePublished":"2024-08-01T10:01:00+00:00","dateModified":"2024-08-14T12:13:14+00:00","description":"Education | Researchers point out the lack of knowledge about the reality of African populations and the imposition of the Eurocentric paradigm among the reasons for the predominance of an educational system over others","breadcrumb":{"@id":"https:\/\/www.ufrgs.br\/jornal\/africa-was-the-pioneer-of-the-higher-education-concept-but-europe-carries-the-fame-for-establishing-their-model-to-the-world\/#breadcrumb"},"inLanguage":"pt-BR","potentialAction":[{"@type":"ReadAction","target":["https:\/\/www.ufrgs.br\/jornal\/africa-was-the-pioneer-of-the-higher-education-concept-but-europe-carries-the-fame-for-establishing-their-model-to-the-world\/"]}]},{"@type":"ImageObject","inLanguage":"pt-BR","@id":"https:\/\/www.ufrgs.br\/jornal\/africa-was-the-pioneer-of-the-higher-education-concept-but-europe-carries-the-fame-for-establishing-their-model-to-the-world\/#primaryimage","url":"https:\/\/www.ufrgs.br\/jornal\/wp-content\/uploads\/2023\/03\/Mitti-Mendonca_photo-output1.jpg","contentUrl":"https:\/\/www.ufrgs.br\/jornal\/wp-content\/uploads\/2023\/03\/Mitti-Mendonca_photo-output1.jpg","width":1500,"height":844},{"@type":"BreadcrumbList","@id":"https:\/\/www.ufrgs.br\/jornal\/africa-was-the-pioneer-of-the-higher-education-concept-but-europe-carries-the-fame-for-establishing-their-model-to-the-world\/#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"In\u00edcio","item":"https:\/\/www.ufrgs.br\/jornal\/"},{"@type":"ListItem","position":2,"name":"Africa was the pioneer of the higher education concept, but Europe carries the fame for establishing their model to the world"}]},{"@type":"WebSite","@id":"https:\/\/www.ufrgs.br\/jornal\/#website","url":"https:\/\/www.ufrgs.br\/jornal\/","name":"Jornal da Universidade | UFRGS","description":"","publisher":{"@id":"https:\/\/www.ufrgs.br\/jornal\/#organization"},"alternateName":"JU | UFRGS","potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/www.ufrgs.br\/jornal\/?s={search_term_string}"},"query-input":{"@type":"PropertyValueSpecification","valueRequired":true,"valueName":"search_term_string"}}],"inLanguage":"pt-BR"},{"@type":"Organization","@id":"https:\/\/www.ufrgs.br\/jornal\/#organization","name":"Universidade Federal do Rio Grande do Sul","alternateName":"UFRGS","url":"https:\/\/www.ufrgs.br\/jornal\/","logo":{"@type":"ImageObject","inLanguage":"pt-BR","@id":"https:\/\/www.ufrgs.br\/jornal\/#\/schema\/logo\/image\/","url":"https:\/\/www.ufrgs.br\/jornal\/wp-content\/uploads\/2020\/07\/LOGOS-UFRGS-PRETO_VERMELHO-e1586884311936.jpg","contentUrl":"https:\/\/www.ufrgs.br\/jornal\/wp-content\/uploads\/2020\/07\/LOGOS-UFRGS-PRETO_VERMELHO-e1586884311936.jpg","width":83,"height":64,"caption":"Universidade Federal do Rio Grande do Sul"},"image":{"@id":"https:\/\/www.ufrgs.br\/jornal\/#\/schema\/logo\/image\/"},"sameAs":["https:\/\/www.facebook.com\/jornaldauniversidadeufrgs","https:\/\/x.com\/jornaldaufrgs","https:\/\/www.instagram.com\/ufrgs.jornal\/"]},{"@type":"Person","@id":"https:\/\/www.ufrgs.br\/jornal\/#\/schema\/person\/6a4a28aca6862d44478244aebd5cd3d6","name":"Jornal da Universidade"}]}},"authors":[{"term_id":2938,"user_id":1,"is_guest":0,"slug":"gerente","display_name":"Jornal da Universidade","avatar_url":"https:\/\/secure.gravatar.com\/avatar\/7c510a0d13cfecf157c5c86a7638df0b9d56cd6c87edb3add556172fee3e1f61?s=96&d=mm&r=g","author_category":"","user_url":"","last_name":"","first_name":"","job_title":"","description":""},{"term_id":2946,"user_id":173,"is_guest":0,"slug":"elstorhanzen","display_name":"Elstor Hanzen","avatar_url":"https:\/\/secure.gravatar.com\/avatar\/dea4334202105a5fb8bf0d12fd86dbc4e2abd10d41f6ef24385a441b5ffe1e57?s=96&d=mm&r=g","author_category":"","user_url":"","last_name":"","first_name":"Elstor Hanzen","job_title":"","description":"Jornalista"}],"_links":{"self":[{"href":"https:\/\/www.ufrgs.br\/jornal\/wp-json\/wp\/v2\/posts\/90718","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.ufrgs.br\/jornal\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.ufrgs.br\/jornal\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.ufrgs.br\/jornal\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.ufrgs.br\/jornal\/wp-json\/wp\/v2\/comments?post=90718"}],"version-history":[{"count":0,"href":"https:\/\/www.ufrgs.br\/jornal\/wp-json\/wp\/v2\/posts\/90718\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.ufrgs.br\/jornal\/wp-json\/wp\/v2\/media\/64437"}],"wp:attachment":[{"href":"https:\/\/www.ufrgs.br\/jornal\/wp-json\/wp\/v2\/media?parent=90718"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.ufrgs.br\/jornal\/wp-json\/wp\/v2\/categories?post=90718"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.ufrgs.br\/jornal\/wp-json\/wp\/v2\/tags?post=90718"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/www.ufrgs.br\/jornal\/wp-json\/wp\/v2\/ppma_author?post=90718"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}