GENDER, RACE, AND ETHNICITY IN SCHOOLS: PROMOTING AN ANTI-DISCRIMINATORY EDUCATION

Abstract

The study aimed to understand how gender, race, and ethnicity relations influenced the school environment and how pedagogical practices contributed to building an anti-discriminatory education. The research adopted a qualitative and bibliographic approach, based on works and articles discussing intersectionality in Brazilian schools. Reading, note-taking, and theoretical analysis procedures were used to examine texts addressing diversity and equity in education. The analysis showed that the school, despite historical inequalities, has the potential to become a space for valuing differences and deconstructing prejudice. The results highlighted the importance of pedagogical practices that embrace diversity and teacher training focused on curriculum decolonization to promote inclusion and mutual respect. It was concluded that effective actions depend on the articulation between public policies and the ethical commitment of education professionals. The adoption of plural curricula and inclusive methodologies was identified as a means to strengthen anti-discriminatory education. Further studies are needed to expand the debate on educational policies and teaching practices that promote equity in schools.