This work presents the development process and results of a Professional Master's in Teaching
research that designed and tested a didactic sequence on privileges and intersectionality in Higher
Education, aimed at teachers working in the Bachelor's Degree in International Relations (IR) and
Foreign Trade Technology (COMEX) at the State University of Pará (UEPA). To this end, studies
on the processes of democratization of Higher Education in Brazil were deepened, the concepts of
Privilege and Intersectionality, as well as on different types of prejudices. Among the theoretical
methodological foundations that guided the development of this research and the conception and
testing of the proposed didactic sequence, we highlight Akotirene (2022), Almeida (2019), Barbosa
e Silva (2017), Bento (2022), Carine (2023), Colins and Bilge (2021), Oliveira (2021), Ribeiro
(2023), Santos e Silva (2018), Skidmore (1976), Souza (2022), Zabala (1998) among others. This
research has applied and exploratory nature and the procedures adopted were guided by a qualitative
approach (bibliographical, documentary research, interviews, among others). In total, the research
comprised six methodological phases: (i) Bibliographic and documentary survey for theoretical
deepening; (ii) Definition and diagnosis of the intervention context; (iii) Design of the educational
product; (iv) Carrying out a pilot action to apply the educational product; (v) Systematization and
analysis of Results; (vi) Review and systematization of the educational product. Among the concepts
and themes explored in the didactic sequence, in expository moments, and through playful dynamics
and discussions, the main ones were: (i) Concept of Privilege; (ii) Privilege and Education Relation;
(iii) Public policies and the democratization of Higher Education in Brazil; (iv) Racism and its social
implications; (v) Intersectionality: a possible analytical path. Among the results achieved, the
involvement and collaboration of teachers from the IR and COMEX courses from UEPA stand out,
who not only participated in the pilot action based on the sequence, but also gave important feedback
for the review and improvement of the final version of the educational product. We also believe that
the training proposal revealed by the sequence is relevant and significant for its participants, as
confirmed through the reports and through the results obtained in the evaluation form filled out by
the teachers. We also consider that this proposal has potential for replication as it is a learning
facilitating mechanism, which extends to other courses at the Center of Natural Sciences and
Technology (CCNT) and other UEPA campuses. As a space that promotes education, the Brazilian
public university, due to its mission of bringing together a diversity of people, needs to commit to
and be open to these discussions, especially those that encourage the adoption of dialogical and
respectful attitudes towards individuals in their pluralities of profiles and origins.
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