THE MISTAKE OF SCHOOL FAILURE: CONSTRUCTION OF THE RELATIONSHIP WITH KNOWLEDGE FROM INTERSECTIONAL PERSPECTIVES

Abstract

This essay discusses the notion of Relation with Knowledge and Intersectionality, through the studies of Bernard Charlot and black intellectuals such as Kimberlé Crenshaw, respectively. As a starting point, we briefly reconstruct part of the contexts in which these categories were elaborated. Based on these references, we raise the problematization of the production of social inequalities that interfere in the relationships with knowledge, established by children and young people from the periphery, from lower income classes and whose trajectories are marked by “school failure”; later, we analyzed the actions of confrontation of the non-white population articulated by the multiple differences and inequalities; next, we seek to identify the relationship between the formation of social memory in contemporary Brazil and the intersectional approach that considers interactions between gender, race and class, within educational institutions, markers with profound implications for the construction and epistemic argumentation of black youth in confronting situations of social inequality and racial discrimination and, we conclude with the centrality of collective organization groups of black youth, which emerged in the present century, from the implementation of affirmative action policies, focused on the educational field, as strategies for socialization and mobilization of black people, resisting the erasure of our history and memories.