Resumo:
This research results from the pedagogical practice developed at the Colégio Estadual de Tempo Integral de Vila de Abrantes (CETIVA) through the production of autobiographical narratives in Adult and Youth Education (EJA). The Collective Writing Workshop (2017–2019), carried out between 2017 and 2019, aimed to foster the protagonism and empowerment of the students, valuing their identities, knowledge, and memories, in line with an anti-racist education proposal committed to alterity and diversity. In 2024, the study incorporated the narrative interview device, complementing the analysis of individual experiences and strengthening the understanding of the students’ ontological resistance trajectories. The study seeks to analyze the experiences of EJA students, with an emphasis on Afro-descendant women and domestic workers, based on their autobiographical narratives, considering how, through self-inscription practices, these subjects denounce experiences of dehumanization and claim their humanity. The corpus interpretation is grounded in autobiographical studies in education and postcolonial epistemologies, articulating the categories of biographization (Delory-Momberger), self-inscription (Mbembe), and escrevivência (Evaristo), understood as expressions of ontological resistance, self-emancipation, and the re-existence of marginalized subjectivities in the face of altericide and epistemicide enacted by colonial, neocolonial, and neoliberal mechanisms of subalternization and dehumanization.
