Banca de QUALIFICAÇÃO: BRENDA CRISTINA DA SILVA E SILVA

GRIFO OURS: the use of literary narratives by subordinated authors to think 
about gender, race, class and sexuality in the university education process

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 dialogue with authors such as Hall (2003), Spivak (2010), Said (2011; 2007), believing that the debate on subaltern studies is fundamental for us to think about the construction of the “Other” subject by educational institutions, but not only . And, by bringing Kilomba (2019), hooks (2017; 2020), Chimamanda Ngozi Adichie (2019), Walsh (2004), Bispo (2023) and Freire (2013), we can think of possible ways to break with colonial knowledge in the institution university. We reinforce, based on Souza (2004) and other authors, the importance of the autobibliographic method for the process, since, through it, we can highlight our stories and our knowledge in the spaces that have historically silenced us.