Marks of decoloniality in the practices and knowledge of black women educators

Abstract

The project aims to identify and analyze decolonial marks in the social, educational, and political formation of black educators with a focus on their contributions to the process of emancipation of knowledge about ethnic-racial and gender relations. Gender and race are considered to be categories that articulate and constitute axes of power that affect the subjects' identity and social formation. On the other hand, critical awareness of the unfolding of these categories in social realities can give rise to strategies for tackling inequalities. From biographical research focusing on narrative interviews to be carried out with black teachers who work in Basic Education and Higher Education, it is expected that the study will give visibility to the educative processes of the educators, considering that the educational practices (formal or not) formal) that have integrated their personal and professional life trajectories express the effects of the intersection between racial and gender inequalities, but can also mobilize strategies in other ways of existence. Conjecturing that the decolonial thought and the experiences of black teachers can create confluences for the expansion of anti-racist and anti-sexist education projects, it is intended to state the potential of knowledge and practices in this perspective.(AU)