Black feminism: stressing intersectionalities in the school curriculum

Abstract

This article aims to present a discussion on how the construction of the universal subject, via Hegemonic Memory, silenced, marginalized and hid the ways of being, thinking and producing knowledge of colonial exteriority in the school curriculum. Therefore, the curricular discussion held here is based on an epistemological field of dialogue with differences (Racial and Gender), contributing to the creation of fissures in Hegemonic Memory, still present in the curricula. To this end, we followed the path of bibliographical review, linked to qualitative research. We are affiliated with Black Feminism and Post-Colonial Studies, as these Approaches help us understand the implications of Eurocentric rationality in relation to the socio-historical construction of race, racism, sexism and modern scientific knowledge and its effects about the curriculum, especially with regard to Memory and the Black Female Body. Such Studies allow us to establish intersectional connections in a more consistent way, as they emerge from the Lived Memories of colonial exteriority itself that continues to tension and fracture the epistemic metanarratives of the single curricular memory at the same time that they are directed towards the reconstruction of counter-curricula hegemonic policies and Anti-Racist Teaching Practices, based on an emancipatory education.