THE LENS OF INTERSECTIONALITY IN PROMOTING SCHOOL INCLUSION: AN ANALYSIS OF MULTIPLE IDENTITIES AND OPPRESSION STRUCTURES IN DAILY TEACHING PRACTICE

Abstract

This article analyzes intersectionality as an analytical and pedagogical tool applied to the Brazilian school context, aiming to understand how multiple social markers — race, class, gender, sexuality, disability, and regionality — combine to produce singular experiences of exclusion that traditional educational models are unable to capture. Drawing on Kimberlé Crenshaw's seminal work and its development in the Brazilian context, particularly by Carla Akotirene, the article problematizes the insufficiency of pedagogical policies based on single identity axes, which tend to erase the specificities of doubly or multiply marginalized groups. Through qualitative bibliographic review and analysis of school trajectories documented in specialized national literature — highlighting the experiences of trans students and students with disabilities at the intersection of class and race markers — the article proposes concrete strategies for intersectional inclusion, articulating teaching practices, use of cultural media, and intersectoral policies. It concludes that incorporating intersectional sensitivity into teacher training and practice is a fundamental condition for Brazilian schools to fulfill their social function of fully welcoming all subjects.