The present study was developed in the context of the Postgraduate Program in
Technological Education at the Federal Institute of Amazonas, Manaus -Centro
campus, in the research line I Processes for Effectiveness in Teacher Training and
Pedagogical Work in Technological Teaching Contexts. The research emerges from
the urgency of recognizing and valuing the quality of ethnic-racial diversity that is
included in our society. For this purpose, our general objective proposes to discuss
teaching experiences and propose teacher training anchored in a pluriversal, anti racist and decolonial approach for teachers working in Basic Education. From this, we
seek to question the theme in question, in which refers to teacher practices, pointing
out a break with the legacy of the European colonial civilization process that still
structures Brazilian society, thus showing a training perspective for ethnic-racial
diversity. In the development of our investigative proposal, we formed a teaching group
from different areas of knowledge as well as an activist in the black movement. To
carry out the research, as well as the elaboration of our educational product proposal,
the biographical project studio, we suggest from the perspective of qualitative
research, anchored in (auto) biographical narratives with theoretical sport, among
other authors, Delory-Momberger (2006- 2012), Freire (2009, 2016, 2017), Gomes
(2008, 2017, 2019, 2023), Goodson (2019), Josso (2006), Minayo (2017), Rufino
(2019, 2021, 2023), Souza (2008 ). , 2011, 2015, 2016), Nóvoa (2009, 2023). Because
of this, our theoretical support contributed to a dialogue/reflection in the anti-racist
struggle through the possibilities of constructing proposals for teachers to reframe their
practices, recognizing and valuing the ethnic-racial diversity that exists in our society
and thus, breaking with the structure that carries the still predominant model of
education, the legacy of the colonial project, which was based on the destruction,
silencing and erasure of non-white beings. Our methodological contribution followed
the qualitative approach in the following methods: (auto)biographical narratives and
pedagogical letters. In the first moment of the investigation In the field, the work with
pedagogical letters was developed, where teachers exchanged letters narrating their
trajectories. our work. In view of this, we believe that our research contributed to the
participating teachers and has great potential to contribute to many others who later
come to participate in the studio effectively from a perspective of rupture and new
meaning of their practices in favor of anti-racist education, decolonial and pluriversal
in the construction of an equitable, supportive, democratic and racism-free society,
welcoming other knowledge, other voices and other ways of being in the world.
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