Interseccionalidade para a professorada e a alunada da educação básica

Abstract

I present an essay-scientific-manifesto against the advance of extreme direct government policies that have occupied the post-2016 educational scenario. I intend to go against the conspiracies of hatred vociferated by every conservative-extremist person outside the school whose goal is to attack teaching autonomy and freedom to teach. It is impossible to believe in a single cisheterocentric-white-rich style of existence for all people, especially in the dissemination of this model in the school environment through the use of the power-knowledge of the multiple areas of curricular knowledge of basic education. To contribute to the confrontation of such setbacks, I present the results of a research project, carried out between 2019 and 2021, with a post-critical and decolonial approach to research in education. A state of the art was carried out with the focus of bibliographic research in the following platforms: 1) CAPES dissertation and thesis database; 2) IBICT digital library and 3) Google Scholar, in the months of March and April 2021 to inventory the use of intersectionality made by teachers and students in basic education. As a conclusion, I observe basic education students not erasing themselves from the formative process, thinking about valuing their differences and learning to observe power relations through oppressions, violence, and precariousness that affect them