Black feminism and the history of education: to write is to exist.

Abstract

This study aims to analyze the contributions of Black Feminism to the History of Education. In this sense, it seeks to highlight how Black women have asserted themselves as historical protagonists, intellectuals, and producers of knowledge. Furthermore, it aims to understand Black Feminism as a perspective that challenges hegemonic narratives. Thus, studying and writing the history of women—trajectories, invisibilities, difficulties—recognizes how women have positioned themselves throughout history, offering an opportunity to understand the situations faced, the strategies used, and the reasons why certain practices and representations still strongly persist and shape stereotypes. Methodologically, we used bibliographic research. Black Feminism not only strengthens cultural identity but also humanizes, breaks discriminatory cycles, and contributes to the dissolution of various forms of oppression. Therefore, Black Feminism, as a theoretical and practical movement, brings visibility to the specific demands of the Black population, combats stereotypes, and historical silences. In addition to affirming the political subjectivity of Black women, by defending their right to be seen as intellectuals and participants in the construction of an anti-racist and equitable society, Black Feminism perceives historiography as an occupation of power, and Black Feminism as the construction and implementation of movements, dialogues, and narratives that change mentalities. In this way, Black Feminism both inserts new subjects into historiography and assists in the reconfiguration of the very epistemological foundations of the History of Education, by legitimizing the knowledge of groups historically positioned in conditions of marginalization. It makes ways of being, existing, acting, thinking, and writing even more complete possible worlds, a creative, transformative, political, and theoretical strategy. This is in the struggle of the Black population for space, rights, existence, and to have their voices and stories heard, told, written, and legitimized. History and memory, dynamic and historically constructed as an anti-racist instrument, can be used for liberating educational intervention.