Gender, race and intersectionality in school practices

Abstract

This article reflectively and critically presents the intersectionality present between the themes of gender and race. In this way, we start from the assumption that schools need to be anchored in intersectionality as an analytical tool to give meaning and consistency to education practices and promote discussions about gender and race in an interconnected way, thus providing a panoramic view of these themes that presents themselves as challenging and, at the same time, essential for the teaching and learning process. The proposed study is based on the bibliographic research of different authors, such as Akotirene (2019), Candau (2014), Collins and Bilge (2020), Connel and Pearse (2015), Grosfoguel (2009), Henrique (2002), hooks (2015), Louro (2014), Vianna (2020) and others, seeking to relate, within the research of these authors, the dialogue on studies of gender, race and intersectionality in a contextualized way with education. In this view, we can conclude that the intersectionality between gender and race is fruitful and they are (re)produced historically, This is why the school needs to deepen the discussions on these themes in order to guarantee the development of citizenship and, consequently, the appreciation of heterogeneity and the differences present in school and in contemporary society.