RELAÇÕES DE RAÇA E GÊNERO NA ESCOLA ESCREVIVÊNCIAS DE UMA PRÁTICA PEDAGÓGICA

This paper aims to understand the contributions of a pedagogical practice developed in partnership with high school students and black women from the city of Iraquara, in the State of Bahia, which was based on the study of race and gender relations in their experiences. The work was carried out based on research about black women considered references for high school students whose narratives, centered on their life stories, were analyzed based on Conceição Evaristo's (2005) concept of ‘Escrevivência’. We take the ‘escrevivência’ as a theoretical and methodological inspiration in which the lived, experienced and reflected reality is narrated by the collaborators and communicated through the writing experiences of the teacher-researcher as a black woman, crossing life, teaching and research movements. Our theoretical dialogue is based on Evaristo (2005), hooks (2017), Carneiro (2001), and other authors. The results indicated that the pedagogical experience narrated contributed to give visibility to the dialogues about race and gender relations and the knowledge of local culture, through the plurality of experiences of black women from Iraquara, putting on the agenda in the school space non-hegemonic knowledge at the same time that enabled students to assume protagonism as builders of their learning process.