Banca de DEFESA: BRENDA CRISTINA DA SILVA E SILVA

OUR EMPHASIS: Subalternized narratives and university education

Education; Literary narratives; Autobibliography; Decoloniality.

This research seeks to reflect on the possible contributions that literary narratives can offer to university education, especially when considering ethnic-racial and gender debates in higher education. To this end, we engage in dialogue with authors such as Hall (2003), Spivak (2010), Said (2011; 2007), believing that the debate on subaltern studies is fundamental to thinking about the construction of the “Other” subject by educational institutions, but not only. And, by bringing in Kilomba (2019), hooks (2017; 2020), Chimamanda Ngozi Adichie (2019), Walsh (2004), Santos (2023) and Freire (2013), we can think of possible ways to break with colonial knowledge in the university institution. We reinforce, based on Souza (2004) and other authors, the importance of the autobibliographical method for the process, since, through it, we can highlight our stories and our knowledge in spaces that have historically silenced us.