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      <text:p text:style-name="P1"><text:span text:style-name="T3">e feminismos afrodiaspóricos no Sertão do Nordeste</text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T4">Marília Passos Apoliano Gomes</text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T5">3</text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T6">Resumo:</text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T6">Os temas gênero e raça/etnia são de suma importância para a efetivação de uma coletividade justa na contem-</text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T6">poraneidade. A partir de demandas no IFSertãoPE -</text:span><text:span text:style-name="T7"> campus </text:span><text:span text:style-name="T6">Floresta, desenvolvemos um projeto de extensão </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T6">com rodas de conversa interdisciplinares, com ocorrência na periodicidade entre abril e setembro de 2021, </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T6">que abordavam as matrizes opressoras, racistas e sexistas da sociedade brasileira. Os debates passavam pelas </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T6">desigualdades interseccionais, raça e racismo no Brasil, empoderamento, corpo e gênero e representativida-</text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T6">de. Orientadas pela Pedagogia Dialógica freireana e pela interculturalidade defendida pela pedagogia deco-</text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T6">lonial, objetivamos difundir obras dos feminismos afrodiaspóricos visando a problematização da realidade </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T6">escolar e do Sertão para contribuir com a construção de uma cultura antirracista e anticisheteropatriarcal. </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T6">Palavras-chave: Feminismos afrodiaspóricos. Pedagogia freireana. Desigualdades Interseccionais. Gênero. </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T8">Introdução</text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T10">Nas sociedades contemporâneas, em virtude da matriz colonial, herdamos e seguimos propagando </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T10">o racismo, as condutas de opressão de gênero e a barbárie do capitalismo com as questões sociais. </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T10">No mundo, essas práticas tornam-se cada vez mais expostas, inclusive por meio da mídia, realida-</text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T10">de que não difere no Sertão nordestino brasileiro. Assim, é diante de vivências experienciadas no </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T10">IFSertãoPE - </text:span><text:span text:style-name="T11">campus </text:span><text:span text:style-name="T10">Floresta que, neste artigo, apresentamos e analisamos uma experiência de </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T10">Pedagogia Dialógica inspirada no giro decolonial, que foi desenvolvida em um projeto de extensão </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T10">interdisciplinar. O projeto originou-se de demandas apresentadas por estudantes, envolvendo so-</text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T10">frimentos relacionados à raça e ao gênero dentro e fora da instituição, tendo por objetivo difundir </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T10">os feminismos afrodiaspóricos no contexto escolar e contribuir para a construção coletiva de uma </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T10">cultura antirracista e anticisheteropatriarcal. </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T12">1 </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T12">Universidade Federal do Rio Grande do Norte. Programa de Pós Graduação em Psicologia (PPGPSI). Natal, Rio Grande do </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T12">Norte, Brasil. Email: amandamedlima@gmail.com. https://orcid.org/0000-0001-6243-0952</text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T12">Universidade Federal do Piauí (UFPI). Centro de Ciências Humanas e Letras. Departamento de Ciências Sociais.Teresina, </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T12">Piauí, Brasil. Email: mariliapassos@ufpi.edu.br. https://orcid.org/0000-0002-2159-8975.</text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T12">3 </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T12">Pesquisadora </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T12">independente, </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T12">Natal, </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T12">Rio </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T12">Grande </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T12">do </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T12">Norte, </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T12">Brasil. </text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T12">Email:tabita.smoreira@outlook.com </text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T12"><text:s/></text:span></text:p>
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    <draw:frame draw:style-name="gr11" draw:text-style-name="P10" draw:layer="layout" svg:width="1.772cm" svg:height="0.353cm" svg:x="16.741cm" svg:y="26.562cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T12">https://orcid.</text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T12">org/0000-0001-6913-4160</text:span></text:p>
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   </draw:page>
   <draw:page draw:name="page2" draw:style-name="dp2" draw:master-page-name="master-page56">
    <draw:frame draw:style-name="gr1" draw:text-style-name="P2" draw:layer="layout" svg:width="0.317cm" svg:height="0.374cm" svg:x="10.423cm" svg:y="28.113cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T1">2</text:span></text:p>
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     <text:p/>
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     <text:p/>
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    <draw:frame draw:style-name="gr13" draw:text-style-name="P11" draw:layer="layout" svg:width="12.02cm" svg:height="0.331cm" svg:x="5.83cm" svg:y="2.77cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T13">Amanda de Medeiros Lima; Marília Passos Apoliano Gomes; Tabita Aija Silva Moreira</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.996cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="3.933cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">A escolha do referencial teórico dos feminismos afrodiásporicos se pauta no reconhecimento da </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.957cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="4.427cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">heterogeneidade das experiências de vida cotidianas das meninas e mulheres afrodescendentes </text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.068cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="4.921cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">do mundo inteiro. Além de não perder de vista os impactos das múltiplas relações de dominação </text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.182cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="5.415cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">que se diferenciam de acordo com os contextos históricos e geopolíticos particulares que caracte-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.979cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="5.909cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">rizam a diáspora africana (Figueroa; Hurtado, 2014). Dessa maneira, abordaremos no texto a se-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.199cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="6.403cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">guir a discussão sobre raça e gênero no cenário contemporâneo e a importância de discutir obras </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.254cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="6.897cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">dos feminismos afrodiaspóricos no contexto escolar. Em seguida, apresentaremos os resultados e </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T10">discussões do projeto de extensão e seus desdobramentos sociais e acadêmicos.</text:span></text:p>
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    <draw:frame draw:style-name="gr8" draw:text-style-name="P8" draw:layer="layout" svg:width="8.041cm" svg:height="0.442cm" svg:x="2.5cm" svg:y="9.24cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T8">1. Aproximações teóricas entre raça e gênero </text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10"><text:s text:c="2"/></text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.691cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="10.46cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">As teorias feministas de Connell e Pearse (2015), Angela Davis (2017) e bell hooks (2014) afir-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.377cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="10.954cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">mam que o gênero é aprendido socialmente e que existem múltiplos “arranjos de gênero”, constru-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.19cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="11.448cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">ídos relacionalmente. Assim, as distinções entre os papéis de gênero não são naturais, e sim fruto </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.283cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="11.942cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">de processos sócio-históricos que determinaram às mulheres o trabalho doméstico e um papel de </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.974cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="12.436cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">suposta passividade, docilização e subjugação ao domínio masculino naturalizado na sociedade. </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.017cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="13.23cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">Nesse sentido, compreendemos gênero como a estrutura de relações sociais que se centra sobre </text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.118cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="13.724cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">a arena reprodutiva e o conjunto de práticas que traz as distinções reproduzidas sobre os corpos </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.059cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="14.218cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">para o seio dos processos sociais (Connell; Pearse, 2015). Em outras palavras, é a forma como as </text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.317cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="14.712cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">sociedades lidam com os corpos e sua continuidade, de modo que nem o corpo sozinho determina </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.19cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="15.206cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">o gênero, nem o gênero é independente do corpo. Sobre isso, historicamente, os papéis de gênero </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.326cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="15.7cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">e os trabalhos foram divididos de forma desigual, principalmente o trabalho de reprodução social. </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.182cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="16.194cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">Assim, naturaliza-se que as mulheres trabalhadoras também se responsabilizem pelas atividades </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T10">domésticas, ao passo que elas recebem menores salários em comparação aos dos homens e têm </text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.127cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="17.182cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">menores chances de serem promovidas ou permanecerem no trabalho após terem filhos (Bhatta-</text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="5.759cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="17.676cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">charya, 2019; Federici; Cox, 2020).</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.839cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="18.47cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">Podemos citar como exemplo os achados do estudo “Estatísticas de gênero: indicadores sociais </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.737cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="18.964cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">das mulheres no Brasil” (IBGE, 2021). A pesquisa destaca que as mulheres com crianças de até </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.055cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="19.458cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">três anos de idade têm um nível de ocupação de 54,6%, abaixo dos 67,2% daquelas que não têm. </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.406cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="19.952cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Essa diferença aumenta entre mulheres pretas ou pardas, pois apresentaram os menores níveis de </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.004cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="20.446cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">ocupação (50%) comparados aos das brancas (62,6%). Cabe salientar que os homens com crian-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="17.003cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="20.94cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">ças <text:s/>de <text:s/>até <text:s/>três <text:s/>anos <text:s/>registraram <text:s/>níveis <text:s/>de <text:s/>ocupação <text:s/>superiores <text:s/>(89,2%) <text:s/>aos <text:s/>que <text:s/>não <text:s/>têm <text:s/>filhos </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="3.482cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="21.434cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">nessa idade (83,4%).</text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.195cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="22.228cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">Historicamente, os papéis e as funções foram divididos de forma desigual, de modo que as mulhe-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.305cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="22.722cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">res são destinadas aos trabalhos não remunerados ou mais mal remunerados na sociedade. Nesse </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.08cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="23.216cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">sentido, Maria Mies (2016) denuncia que, especialmente no Sul global, a maior parte do trabalho </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.076cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="23.71cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">visível (capital e economia visíveis) é considerado “masculino”, e as mulheres estão no “trabalho </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="7.364cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="24.204cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">invisível”: doméstico, informal ou no campo.</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.059cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="24.998cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">No Brasil, as mulheres negras se encontram na base da pirâmide social, sendo o grupo mais opri-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.372cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="25.492cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">mido, <text:s/>mais <text:s/>mal <text:s/>remunerado <text:s/>e <text:s/>mais <text:s/>vulnerabilizado <text:s/>socialmente. <text:s/>Gonzalez <text:s/>(1984) <text:s/>e <text:s/>Carneiro </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.665cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="25.986cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">(2011) destacam ainda os profundos impactos da desigualdade racial e de gênero no mercado </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.076cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="26.48cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">de trabalho brasileiro, sendo notória a ausência de mulheres e negros nos altos postos de organi-</text:span></text:p>
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    </draw:frame>
   </draw:page>
   <draw:page draw:name="page3" draw:style-name="dp2" draw:master-page-name="master-page56">
    <draw:frame draw:style-name="gr1" draw:text-style-name="P2" draw:layer="layout" svg:width="0.317cm" svg:height="0.374cm" svg:x="10.523cm" svg:y="28.113cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T1">3</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:line draw:style-name="gr12" draw:text-style-name="P4" draw:layer="layout" svg:x1="2.6cm" svg:y1="2.47cm" svg:x2="18.5cm" svg:y2="2.47cm">
     <text:p/>
    </draw:line>
    <draw:line draw:style-name="gr12" draw:text-style-name="P4" draw:layer="layout" svg:x1="2.6cm" svg:y1="2.494cm" svg:x2="18.5cm" svg:y2="2.494cm">
     <text:p/>
    </draw:line>
    <draw:frame draw:style-name="gr13" draw:text-style-name="P11" draw:layer="layout" svg:width="1.141cm" svg:height="0.331cm" svg:x="10.097cm" svg:y="2.753cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T13">Afrofem</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.957cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="3.933cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">zações públicas e privadas. Considerando-se que o trabalho é condição para reprodução da vida </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.881cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="4.427cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">social, a exclusão no mundo do trabalho é uma negação de cidadania que atinge principalmente </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.915cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="4.921cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">meninas e mulheres negras. Assim, o caráter estrutural do racismo impede a realização dos fun-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.186cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="5.415cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">damentos da democracia (igualdade, liberdade, fraternidade), já que há consagração das hegemo-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="4.959cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="5.909cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">nias e subalternização raciais.</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.398cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="6.703cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Diante <text:s/>desse <text:s/>cenário, <text:s/>concordamos <text:s/>com <text:s/>autoras/es <text:s/>contemporâneas/os, <text:s/>como <text:s/>Lélia <text:s/>Gonzalez </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.898cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="7.197cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">(1984, 1988a, 1988b), Sueli Carneiro (2011), Carla Akotirene (2019), bell hooks (2014), Angela </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.309cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="7.691cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Davis (2017), Sílvio Almeida (2018) e Adilson Moreira (2019), que é imprescindível compreender </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.118cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="8.185cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">as questões sociais e raciais brasileiras como desigualdades interseccionais: a partir do entrecru-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.983cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="8.679cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">zamento das dimensões de raça, classe e gênero. Caso contrário, há o risco de não chegarmos ao </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.021cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="9.173cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">âmago das discussões e de não conquistarmos uma transformação social que alcance as pessoas </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.118cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="9.667cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">mais oprimidas. Tal como ocorreu com o movimento feminista branco, que interpretou o patriar-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.966cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="10.161cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">cado como a principal fonte de opressão, ignorando as desigualdades socioeconômicas e o racis-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="4.252cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="10.655cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">mo durante muito tempo.</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.427cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="11.449cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Na realidade, as questões étnico-raciais sistematicamente foram relegadas a “lutas posteriores” ou </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.232cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="11.943cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">“</text:span><text:span text:style-name="T10">identitárias”, apesar dos questionamentos das mulheres negras. Audre Lorde (1983) lembra que </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.406cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="12.437cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">as opressões são interligadas, complementares e, por essa razão, as opressões sistêmicas do nosso </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.152cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="12.931cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">sistema-mundo devem ser combatidas juntamente, por meio da luta interseccional para eliminar </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.385cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="13.425cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">as desigualdades e as violências estruturantes e estruturadas no capitalismo-patriarcado-racismo. </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.131cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="13.919cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Dessa forma, a proposta vivencial, política, teórica e metodológica da interseccionalidade deman-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.957cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="14.413cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">da o protagonismo de mulheres negras “em prol de quem sangra, porque o racismo estruturado </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.839cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="14.907cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">pelo colonialismo moderno insiste em dar cargas pesadas a mulheres negras e homens negros” </text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="4.036cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="15.401cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">(Akotirene, 2019, p. 13).</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.979cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="16.195cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Compreendemos, assim, que a perspectiva da interseccionalidade não é puramente teórica, mas </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.936cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="16.689cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">envolve uma guinada de perspectiva que constitui um giro decolonial, ao enxergar o mundo por </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.258cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="17.183cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">outros oceanos, aqueles que as narrativas hegemônicas tentaram suplantar. Tal mudança de para-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.996cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="17.677cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">digma não ocorre sem conversão de comportamentos, posturas e filiações, que não estão presas </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.254cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="18.171cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">aos livros e à visão clássica de ciência moderna, que nasceu servindo ao capitalismo, ao colonialis-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="6.839cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="18.665cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">mo, ao patriarcado e ao próprio racismo. </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.114cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="19.459cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Silva (2005) nos lembra que o inconsciente coletivo é marcado pelo racismo e sexismo, “manifes-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.801cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="19.953cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">tado através dos preconceitos, estereótipo e discriminação, é gerador de situações de violência </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.415cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="20.447cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">física e simbólica, <text:s/>que <text:s/>produzem marcas psíquicas, ocasionam dificuldades e distorcem sentimen-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.78cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="20.941cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">tos e percepções de si mesmo” (Silva, 2005, p. 130). Não por acaso, no último estudo publicado </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.746cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="21.435cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">sobre o tema pelo Ministério da Saúde, a taxa de mortalidade por suicídio entre adolescentes e </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.377cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="21.929cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">jovens negros aumentou 12% no período entre 2012 e 2016, enquanto permaneceu a mesma para </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="8.761cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="22.423cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">jovens brancos na mesma faixa etária (Brasil, 2018). </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.343cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="23.217cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Esse contexto de vulnerabilidade psicossocial ao qual estão expostas adolescentes e jovens negras </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.987cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="23.711cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">traz mais desafios ao ambiente escolar. Principalmente, diante de um cenário em que essa popu-</text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.118cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="24.205cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">lação se depara com a falta de representatividade nos espaços educacionais, inclusive nos cargos </text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">de gestão escolar. Esse cenário contribui para sentimentos de insegurança e de não adequação no </text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">ambiente escolar relacionado a sua raça e etnia. Essas demandas, conforme será visto, também fo-</text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">ram encontradas n</text:span><text:span text:style-name="T14">o setor psicossocial do IFSertãoPE -</text:span><text:span text:style-name="T15"> campus </text:span><text:span text:style-name="T14">Floresta, onde ocorreram as ações </text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">que serão analisadas adiante.</text:span></text:p>
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   </draw:page>
   <draw:page draw:name="page4" draw:style-name="dp2" draw:master-page-name="master-page56">
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T1">4</text:span></text:p>
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    <draw:line draw:style-name="gr12" draw:text-style-name="P4" draw:layer="layout" svg:x1="2.499cm" svg:y1="2.488cm" svg:x2="18.4cm" svg:y2="2.488cm">
     <text:p/>
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    <draw:line draw:style-name="gr12" draw:text-style-name="P4" draw:layer="layout" svg:x1="2.499cm" svg:y1="2.511cm" svg:x2="18.4cm" svg:y2="2.511cm">
     <text:p/>
    </draw:line>
    <draw:frame draw:style-name="gr13" draw:text-style-name="P11" draw:layer="layout" svg:width="12.02cm" svg:height="0.331cm" svg:x="5.83cm" svg:y="2.77cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T13">Amanda de Medeiros Lima; Marília Passos Apoliano Gomes; Tabita Aija Silva Moreira</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr8" draw:text-style-name="P8" draw:layer="layout" svg:width="8.227cm" svg:height="0.442cm" svg:x="2.5cm" svg:y="4.089cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T8">2. Relações entre racismo, sexismo e educação</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.034cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="5.009cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Esses desafios se tornaram mais profundos e presentes diante do cenário pandêmico provocado </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.025cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="5.503cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">pelo vírus SARS-CoV-2 (Covid-19), que trouxe a necessidade de adaptações imediatas no âmbito </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.597cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="5.997cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">educacional. <text:s/>Em <text:s/>virtude <text:s/>da <text:s/>imposição <text:s/>epidemiológica <text:s/>de <text:s/>distanciamento <text:s/>social, <text:s/>as <text:s/>instituições </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.898cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="6.491cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">escolares tiveram que suspender as atividades presenciais, em uma rápida transferência para o </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.585cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="6.985cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">ambiente virtual. Foi, assim, instituído no Brasil o ensino remoto emergencial, no primeiro se-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.305cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="7.479cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">mestre de 2020, situação potencialmente estressora para docentes, discentes, familiares e demais </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="5.421cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="7.973cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">envolvidos no ambiente escolar. </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.839cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="8.767cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Em face da pandemia, houve uma mudança abrupta na rotina das/os estudantes, e observamos </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.161cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="9.261cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">que vários estavam vivenciando estresse e adoecimento mental diante dessa nova realidade. Des-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.643cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="9.755cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">taca-se <text:s/>que <text:s/>o <text:s/>contexto <text:s/>pandêmico <text:s/>em <text:s/>conjunto <text:s/>com <text:s/>as <text:s/>desigualdades <text:s/>socioeconômicas <text:s/>foi <text:s/>um </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="1.742cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="10.249cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">agravante </text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">de </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="1.645cm" svg:height="0.454cm" svg:x="4.768cm" svg:y="10.249cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">situações </text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">de </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="1.357cm" svg:height="0.454cm" svg:x="6.951cm" svg:y="10.249cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">conflito </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="0.387cm" svg:height="0.454cm" svg:x="8.327cm" svg:y="10.249cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">e </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="1.924cm" svg:height="0.454cm" svg:x="8.635cm" svg:y="10.249cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">sofrimento </text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">psicossocial, </text:span></text:p>
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    </draw:frame>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">cenário </text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="2.529cm" svg:height="0.454cm" svg:x="14.11cm" svg:y="10.249cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">potencializado </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="0.671cm" svg:height="0.454cm" svg:x="16.653cm" svg:y="10.249cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">por </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="1.255cm" svg:height="0.454cm" svg:x="17.353cm" svg:y="10.249cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">fatores </text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.034cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="10.743cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">externos, como a limitação de opções de lazer e contato com os pares. Sobre isso, o Inquérito Na-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.038cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="11.237cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">cional sobre Insegurança Alimentar no Contexto da Pandemia da Covid-19 no Brasil (Rede Brasi-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.317cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="11.731cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">leira de Pesquisa em Soberania e Segurança Alimentar e Nutricional - Rede Penssan, 2021) estima </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.936cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="12.225cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">que 55,2% dos domicílios brasileiros conviveram com algum grau de insegurança alimentar em </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.818cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="12.719cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">dezembro de 2020 e 9% deles vivenciaram insegurança alimentar grave, isto é, passaram fome </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.216cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="13.213cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">nos três meses anteriores. Em termos de comparação, esse número corresponde ao dobro do que </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="3.88cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="13.707cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">foi registrado em 2009.</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.101cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="14.501cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Os apontamentos acima trazem a importância de um olhar interseccional e decolonizador para o </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.953cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="14.995cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">contexto familiar das/os estudantes atendidas/os, uma vez que um olhar descuidado pode asso-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.406cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="15.489cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">ciar a emergência de conflitos familiares, até então velados, simplesmente ao aumento do convívio </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.279cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="15.983cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">familiar. Quando, na verdade, as famílias empobrecidas – em sua maioria pardas e negras – estive-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.389cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="16.477cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">ram mais expostas à crise socioeconômica e tiveram menos recursos para se adaptarem às deman-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.826cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="16.971cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">das do ensino remoto. Somado a isso, sabemos que os fatores estressores engendrados pela po-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.19cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="17.465cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">breza criaram uma situação propícia para a ocorrência de violência intrafamiliar (Moreira, 2021).</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.919cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="18.259cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">A instituição não pode permanecer inerte diante desse cenário, pois as oportunidades educacio-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.687cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="18.753cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">nais são o principal ativo para a mobilidade social (Carneiro, 2011). É preocupante que os apa-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.97cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="19.247cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">relhos educacionais sejam espaços de sofrimento para as/os jovens negras/os, o que, além de já </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.957cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="19.741cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">ser muito grave, pode contribuir para a evasão escolar. Foi nesse contexto que encampamos um </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.059cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="20.235cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">projeto de extensão com o objetivo principal de promover debates sobre feminismos afrodiaspó-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.22cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="20.729cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">ricos e racialidade junto às/aos estudantes de um Instituto Federal. A tentativa foi a de contribuir </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.449cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="21.223cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">para a construção de um ambiente escolar que garanta os direitos da igualdade, ou seja, os direitos </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.949cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="21.717cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">de uma forma equânime – uma educação igualitária, que seja facilitadora da mobilidade social a </text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="2.648cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="22.211cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">todas e a todos. </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.178cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="23.005cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Ademais, objetivamos promover a interculturalidade (Walsh, 2013), ao reconhecer e respeitar as </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.084cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="23.499cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">especificidades socioculturais das populações afrodescendentes, que inegavelmente sofrem com </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.58cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="23.993cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">o <text:s/>racismo <text:s/>estrutural <text:s/>brasileiro. <text:s/>Por <text:s/>fim, <text:s/>mas <text:s/>não <text:s/>menos <text:s/>importante, <text:s/>orientamo-nos, <text:s/>enquanto </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.945cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="24.487cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">horizonte de expectativas, pela construção de uma cultura antirracista e anticisheteropatriarcal </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="1.564cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="24.981cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">no Brasil.</text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T16"><text:s/></text:span></text:p>
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    </draw:frame>
   </draw:page>
   <draw:page draw:name="page5" draw:style-name="dp2" draw:master-page-name="master-page56">
    <draw:frame draw:style-name="gr1" draw:text-style-name="P2" draw:layer="layout" svg:width="0.317cm" svg:height="0.374cm" svg:x="10.523cm" svg:y="28.113cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T1">5</text:span></text:p>
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    <draw:line draw:style-name="gr12" draw:text-style-name="P4" draw:layer="layout" svg:x1="2.6cm" svg:y1="2.47cm" svg:x2="18.5cm" svg:y2="2.47cm">
     <text:p/>
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    <draw:line draw:style-name="gr12" draw:text-style-name="P4" draw:layer="layout" svg:x1="2.6cm" svg:y1="2.494cm" svg:x2="18.5cm" svg:y2="2.494cm">
     <text:p/>
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    <draw:frame draw:style-name="gr13" draw:text-style-name="P11" draw:layer="layout" svg:width="1.141cm" svg:height="0.331cm" svg:x="10.097cm" svg:y="2.753cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T13">Afrofem</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr8" draw:text-style-name="P8" draw:layer="layout" svg:width="14.713cm" svg:height="0.442cm" svg:x="2.5cm" svg:y="4.089cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T8">3. Afrofem: debatendo raça e gênero na construção de uma sociedade antirracista e </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr8" draw:text-style-name="P8" draw:layer="layout" svg:width="3.914cm" svg:height="0.442cm" svg:x="2.5cm" svg:y="4.583cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T8">anticisheteropatriarcal</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.034cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="5.503cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Situado na região do Sertão brasileiro, com comunidades indígenas e quilombolas em sua redon-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.78cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="5.997cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">deza, o IFSertãoPE - </text:span><text:span text:style-name="T11">campus </text:span><text:span text:style-name="T10">Floresta</text:span><text:span text:style-name="T11"> </text:span><text:span text:style-name="T10">apresenta mais de 50% do seu público reconhecido como </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.911cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="6.491cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">pessoas negras ou pardas. Essa população é advinda de um processo de territorialização das co-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.712cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="6.985cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">munidades quilombolas no Sertã</text:span><text:span text:style-name="T14">o, a partir do século XIX, como consequência do cenário histó-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.996cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="7.479cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T14">rico-político-social da época. Com a Proclamação da República e as mudanças do capitalismo, os </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.275cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="7.973cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">movimentos de resistência à escravização ganharam forças e muitas/os escravizadas/os optaram </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.936cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="8.467cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">pela rota de fuga para os territórios ainda não dominados pelos grandes fazendeiros, embora al-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.742cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="8.961cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">gumas dessas terras já estivessem ocupadas por povos indígenas. Nesse cenário, os quilombos </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.962cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="9.455cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">passaram a se formar na região, fortalecidos por relações intercomunitárias entre indígenas, ne-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="2.373cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="9.949cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">gros e negras. </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.203cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="10.743cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">Diante da prevalência da população negra, parda e indígena e somado a outras demandas existen-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.266cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="11.237cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">tes, em dezembro de 2020 a professora de sociologia da instituição convidou a psicóloga para jun-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.432cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="11.731cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">tas desenvolverem ações que pudessem atingir questões de raça, classe e gênero com os discentes. </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.334cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="12.225cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">Ao refletirmos sobre a proposta, adveio um edital interno para submissão de projetos de extensão </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.22cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="12.719cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">e convidamos uma outra colega que, além de docente, fazia parte da comunidade quilombola Con-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="3.338cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="13.213cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">ceição das Crioulas. </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.924cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="14.007cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">Nesse momento de formulação da proposta, o setor de psicologia da instituição de ensino acres-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.525cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="14.501cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">centou <text:s/>mais <text:s/>dados <text:s/>relevantes, <text:s/>ao <text:s/>apontar <text:s/>a <text:s/>prevalência <text:s/>de <text:s/>atendimentos <text:s/>psicológicos <text:s/>solicita-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.699cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="14.995cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">dos pelo gênero feminino (68%) entre fevereiro e novembro de 2020, primeiro ano do quadro </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.754cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="15.489cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">pandêmico. Desse total, 22,5% traziam questões importantes sobre gênero e raça. Esses dados </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="10.395cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="15.983cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">sinalizaram a interlocução do sofrimento psíquico com situaçõ</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="5.696cm" svg:height="0.454cm" svg:x="12.887cm" svg:y="15.983cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">es de racismo e desvalorização de </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.008cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="16.477cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">seus corpos e existências no cotidiano escolar. Assim, percebemos que um número considerável </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.046cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="16.971cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">das situações de <text:s/>sofrimento relatadas <text:s/>passava <text:s/>por implicações do <text:s/>racismo, resultando <text:s/>em bai-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.013cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="17.465cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">xa autoestima, isolamento social, </text:span><text:span text:style-name="T11">bullying</text:span><text:span text:style-name="T10"> e outras práticas que lhes vêm gerando inquietações e </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="3.05cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="17.959cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">questionamentos. </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.907cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="18.753cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">Portanto, a partir dos dados socializados, focamos nessas categorias e elaboramos um processo </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.156cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="19.247cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">seletivo para eleger a bolsista, que foi uma das maiores protagonistas do processo. Na seleção, os </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.118cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="19.741cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">critérios foram complementares: autoreconhecimento enquanto mulher negra, histórico escolar, </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.737cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="20.235cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">entrevista e redação sobre como as candidatas compreendiam as questões de raça e gênero de </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="13.172cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="20.729cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">uma forma geral e em seus cotidianos. Eleita a bolsista, o projeto começou a ser</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="2.652cm" svg:height="0.454cm" svg:x="15.899cm" svg:y="20.729cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10"><text:s/></text:span><text:span text:style-name="T10">desenhado por </text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">quatro mulheres, entre essas, duas negras integrantes das comunidades quilombolas próximas à </text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">instituição propulsora. A princípio o projeto foi pensado para ocorrer presencialmente, com rodas </text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.326cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="22.211cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">de conversa baseadas na política dos círculos de construção de paz, oficinas sobre a cultura negra, </text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.097cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="22.705cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">entre outras atividades. Entretanto, em virtude do modelo remoto estabelecido após a pandemia </text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.559cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="23.199cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">da Covid-19, o formato precisou ser repensado e as rodas ocorreram </text:span><text:span text:style-name="T11">online</text:span><text:span text:style-name="T10"> até sua conclusão.</text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.937cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="23.993cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">A partir do levantamento de dados, identificamos que o IFSertãoPE - </text:span><text:span text:style-name="T11">campus </text:span><text:span text:style-name="T10">Floresta</text:span><text:span text:style-name="T11"> </text:span><text:span text:style-name="T10">conta 865 </text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">discentes matriculados, sendo 364 mulheres negras/pardas, ou seja, aproximadamente 42% dos </text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.695cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="24.981cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">discentes. Combinados com os elementos advindos dos atendimentos do setor psicossocial an-</text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">teriormente referidos, esses dados nos provocaram em relação à emergência da discussão sobre </text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">gênero e raça no ambiente escolar. A partir desse conjunto de informações, percebemos a impor-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.75cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="26.463cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">tância de convidarmos essas estudantes para serem sujeitas ativas em sua história. Portanto, é </text:span></text:p>
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   </draw:page>
   <draw:page draw:name="page6" draw:style-name="dp2" draw:master-page-name="master-page56">
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T1">6</text:span></text:p>
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     <text:p/>
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    <draw:line draw:style-name="gr12" draw:text-style-name="P4" draw:layer="layout" svg:x1="2.499cm" svg:y1="2.511cm" svg:x2="18.4cm" svg:y2="2.511cm">
     <text:p/>
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    <draw:frame draw:style-name="gr13" draw:text-style-name="P11" draw:layer="layout" svg:width="12.02cm" svg:height="0.331cm" svg:x="5.83cm" svg:y="2.77cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T13">Amanda de Medeiros Lima; Marília Passos Apoliano Gomes; Tabita Aija Silva Moreira</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.33cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="3.933cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">diante dessa contextualização que surge o Afrofem, em um contexto pandêmico com sua execução </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="4.303cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="4.427cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">iniciada em abril de 2021.</text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.347cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="5.221cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">O projeto contou com 7 etapas: 1) seleção e definição dos textos prioritários; 2) divulgação do pro-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.953cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="5.715cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">jeto nas redes sociais; 3) formação teórico-metodológica da bolsista para a condução dos encon-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.114cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="6.209cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">tros; 4) orientação quinzenal para acompanhamento do desenvolvimento, operacionalização das </text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">ações e avaliação progressiva; 5) encontros temáticos realizados a partir de rodas de conversas </text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T11">onlin</text:span><text:span text:style-name="T10">e</text:span><text:span text:style-name="T11">; </text:span><text:span text:style-name="T10">6) produção de diários de campo; e 7) elaboração de relatórios e avaliação final.</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.83cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="7.991cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">O projeto proporcionou rodas de conversa na modalidade remota com o público-alvo, com pau-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.64cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="8.485cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">tas sobre o entrecruzamento dos temas de gênero e raça/etnia. Em função diretamente das in-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.245cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="8.979cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">quietações apresentadas por parte das discentes negras, as discussões majoritárias se inclinavam </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.072cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="9.473cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">para essas duas categorias – raça e gênero – por escolha, identificação e seleção da bolsista e das </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.152cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="9.967cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">próprias pessoas participantes das rodas de conversa. Tomadas as devidas proporções, o projeto </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.928cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="10.461cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">foi aberto para o público em geral, uma vez que, além das rodas, foi desenvolvida e amplamente </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.038cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="10.955cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">divulgada uma página informativa na rede social </text:span><text:span text:style-name="T11">Instagram </text:span><text:span text:style-name="T10">(@afrofemdi), o que possibilitou um </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="4.938cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="11.449cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">alcance maior das discussões.</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.839cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="12.243cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Assim, com natureza de projeto social, foram desenvolvidos, por meio da interdisciplinaridade, </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.216cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="12.737cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">debates ético-políticos contra a sociedade opressora, racista e sexista, a partir de encontros temá-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.165cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="13.231cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">ticos mediados pela bolsista do projeto, que era auxiliada pelas coordenadoras. Foram realizadas </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.271cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="13.725cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">oito rodas de conversas, entre abril e setembro de 2021, com discussão de obras de Djamila Ribei-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.055cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="14.219cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">ro, Carla Akotirene, Sílvio Almeida, Lélia Gonzalez, Carolina de Jesus e bell hooks. Foram estes os </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="4.231cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="14.713cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">oito encontros temáticos:</text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T10">• </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="14.781cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="15.507cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">O primeiro encontro (28.04.2021) abordou o tema “Lugar de fala” (Ribeiro, 2017), em di-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.018cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="16.001cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">álogo com a provocação de Sojourner Truth, intitulada “E eu não sou uma mulher?”, e com </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="14.738cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="16.495cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">a música “Não se cala”, interpretada por Elza Soares. O resultado nos surpreendeu, tanto </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.09cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="16.989cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">pela maturidade da condução da bolsista, discente do ensino médio integrado, quanto pela </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="10.412cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="17.483cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">interação do público com as questões levantadas inicialmente. </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="0.387cm" svg:height="0.454cm" svg:x="3cm" svg:y="18.277cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">• </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="14.844cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="18.277cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">O encontro seguinte (12.05.2021) discutiu “Empoderamento” a partir das discussões rea-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.056cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="18.771cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">lizadas por Joice Berth, corroborada pela canção “Não precisa ser Amélia”, cantada por Bia </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="1.539cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="19.265cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">Ferreira. </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="0.387cm" svg:height="0.454cm" svg:x="3cm" svg:y="20.059cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">• </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="14.747cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="20.059cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">O terceiro encontro (26.05.2021) foi uma conversa sobre o racismo estrutural, com base </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="14.624cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="20.553cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">nos escritos do autor Silvio Almeida. Seguindo as discussões, em função da densidade, o </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.504cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="21.047cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">coletivo <text:s/>optou <text:s/>por <text:s/>dar <text:s/>continuidade <text:s/>(16.06.2021) <text:s/>ao <text:s/>debate <text:s/>da <text:s/>obra <text:s/>de <text:s/>Almeida <text:s/>com <text:s/>a </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="14.692cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="21.541cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">proposta de debater sobre racismo e direito, em uma interface com as políticas de ações </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="3.541cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="22.035cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">afirmativas no Brasil.</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="0.387cm" svg:height="0.454cm" svg:x="3cm" svg:y="22.829cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">• </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="14.637cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="22.829cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">No dia 28.07.2021, a discussão foi acerca dos escritos de Carla Akotirene e abordou a in-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="14.611cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="23.323cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">terseccionalidade como uma lente analítica sobre a interação estrutural em seus efeitos </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="2.915cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="23.817cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">políticos e legais. </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="0.387cm" svg:height="0.454cm" svg:x="3cm" svg:y="24.611cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">• </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="14.92cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="24.611cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">O sexto encontro realizado no dia 11.08.2021 foi inspirado na obra de Lélia Gonzalez, “Ra-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.365cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="25.105cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">cismo e sexismo na cultura brasileira”, com enfoque no mito da democracia racial e na tripla </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.246cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="25.599cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">discriminação sofrida pelas mulheres negras no Brasil. Esse encontro nos tocou de maneira </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="14.861cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="26.093cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">peculiar, emocionou a todas e a todos os participantes e possibilitou o compartilhamento </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="10.124cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="26.587cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">de falas das experiências singulares das mulheres presentes. </text:span></text:p>
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   </draw:page>
   <draw:page draw:name="page7" draw:style-name="dp2" draw:master-page-name="master-page56">
    <draw:frame draw:style-name="gr1" draw:text-style-name="P2" draw:layer="layout" svg:width="0.317cm" svg:height="0.374cm" svg:x="10.523cm" svg:y="28.113cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T1">7</text:span></text:p>
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    </draw:frame>
    <draw:line draw:style-name="gr12" draw:text-style-name="P4" draw:layer="layout" svg:x1="2.6cm" svg:y1="2.47cm" svg:x2="18.5cm" svg:y2="2.47cm">
     <text:p/>
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    <draw:line draw:style-name="gr12" draw:text-style-name="P4" draw:layer="layout" svg:x1="2.6cm" svg:y1="2.494cm" svg:x2="18.5cm" svg:y2="2.494cm">
     <text:p/>
    </draw:line>
    <draw:frame draw:style-name="gr13" draw:text-style-name="P11" draw:layer="layout" svg:width="1.141cm" svg:height="0.331cm" svg:x="10.097cm" svg:y="2.753cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T13">Afrofem</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="0.387cm" svg:height="0.454cm" svg:x="3cm" svg:y="3.933cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">• </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="14.967cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="3.933cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Carolina Maria de Jesus foi a autora que tivemos como norte para o sétimo encontro, ocor-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="14.92cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="4.427cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">rido no dia 25.08.2021. A discussão tratou do cotidiano da mulher preta, mãe e favelada a </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.238cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="4.921cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">partir do livro autobiográfico “Quarto de despejo”, sendo a fome um dos destaques dado pe-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.047cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="5.415cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">las pessoas presentes, visto que era uma temática que estava sendo vivenciada por grande </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.132cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="5.909cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">parte da população brasileira, devido à alta inflação e aos descasos do presente governo de </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="13.79cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="6.403cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">extrema-direita. O texto possibilitou uma das discussões mais frutíferas do projeto.</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="0.387cm" svg:height="0.454cm" svg:x="3cm" svg:y="7.197cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">• </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.204cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="7.197cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">O oitavo encontro representou o encerramento das rodas de conversa e contou com a parti-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.242cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="7.691cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">cipação especial da professora Nilma Lino Gomes, ex-ministra da Mulher, Família e Direitos </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="14.886cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="8.185cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Humanos do Brasil. Nilma, irreverente mulher preta da nação, ressaltou a importância de </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.403cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="8.679cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">espaços <text:s/>como <text:s/>o <text:s/>do <text:s/>Afrofem, <text:s/>ao <text:s/>discutir <text:s/>perspectivas <text:s/>plurais <text:s/>na <text:s/>educação <text:s/>e <text:s/>incluir, <text:s/>em </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.136cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="9.173cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">suas palavras, verbos que caminham para uma sociedade mais justa. Complementando sua </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.615cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="9.667cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">fala, <text:s/>o <text:s/>encerramento <text:s/>foi <text:s/>feito <text:s/>com <text:s/>um <text:s/>debate <text:s/>sobre <text:s/>“O <text:s/>imperialismo <text:s/>do <text:s/>patriarcado” <text:s/>do </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="14.484cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="10.161cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">livro “E eu não sou uma mulher?” da autora bell hooks. Desse encontro, concluiu-se em </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.169cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="10.655cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">coro <text:s/>unânime <text:s/>que <text:s/>é <text:s/>necessário <text:s/>desafiar <text:s/>e <text:s/>desarticular <text:s/>o <text:s/>patriarcado, <text:s/>para <text:s/>libertar <text:s/>todas <text:s/>as </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="5.357cm" svg:height="0.454cm" svg:x="3.635cm" svg:y="11.149cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">mulheres, em especial as pretas.</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.691cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="11.943cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">Ao longo do projeto, nos encontros havia pequena rotatividade entre as pessoas participantes, </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.317cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="12.437cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">sendo majoritária a presença de mulheres, mas também contando com presenças masculinas. Nas </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.355cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="12.931cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">reuniões, vimos a importância da presença desse nicho, compreendendo que para a construção de </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.127cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="13.425cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">uma cultura antirracista e anticisheteropatriarcal é necessário o debate ampliado e heterogêneo. </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.928cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="13.919cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">Assim, homens brancos e negros e mulheres brancas e negras fizeram parte dos nossos debates </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.856cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="14.413cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T17">com ricas contribuições sobre as experiências de cada um, além de importantes fontes e discus-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="7.44cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="14.907cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">sões teóricas que enriqueciam os momentos.</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.398cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="15.701cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">Para o engajamento desses encontros, percebemos a importância da criação de um grupo de </text:span><text:span text:style-name="T18">What-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.055cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="16.195cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T18">sApp </text:span><text:span text:style-name="T17">com a finalidade de compartilhar materiais. Inclusive, além da literatura disponibilizada na </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.945cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="16.689cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">íntegra, a bolsista elaborava resumos dos textos para acesso a todo o grupo, com a finalidade de </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="4.1cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="17.183cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">dinamizar as discussões.</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="12.203cm" svg:height="0.454cm" svg:x="6.551cm" svg:y="17.183cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T19"><text:s/></text:span><text:span text:style-name="T17">A interação no grupo passo</text:span><text:span text:style-name="T14">u a ser frequente, com divulgação de eventos, </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.97cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="17.677cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">materiais extras e debates sobre os temas suscitados. Com relação à bolsista, sua atuação e ama-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="11.479cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="18.171cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">durecimento ao longo do projeto foi o que mais nos chamou atenção. </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.135cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="18.965cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T14">Além disso, percebemos que o grupo passou a associar os temas discutidos com casos midiáticos </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.034cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="19.459cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">que surgiam à época. Isso reforçou a importância do alcance mais amplo atingido pela página do </text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.346cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="19.953cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">projeto na rede</text:span><text:span text:style-name="T15"> Instagram</text:span><text:span text:style-name="T14">, “@afrofemdi”, que promoveu publicações visualizadas pelo público em </text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.771cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="20.447cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T14">geral, com o intuito de criar um espaço mais dialógico na instituição educacional e amplificar </text:span><text:span text:style-name="T17">o </text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.339cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="20.941cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">debate da interseccionalidade. Junto à divulgação dos nossos eventos, a página</text:span><text:span text:style-name="T18"> </text:span><text:span text:style-name="T17">trazia também pos-</text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.106cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="21.435cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T17">tagens sobre datas importantes para o feminismo negro, campanhas contra os casos de violência </text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.093cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="21.929cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">e reflexões sobre o cotidiano, a exemplo da vitória de Rebeca Andrade nas olímpiadas – primeira </text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.182cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="22.423cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">mulher negra da periferia brasileira a conquistar medalha olímpica –; além da publicação sobre a </text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.266cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="22.917cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">comoção nacional em relação ao caso de Kethelen Romeu – mulher negra gestante morta por bala </text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="8.126cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="23.411cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">“</text:span><text:span text:style-name="T17">perdida” em operação policial no Rio de Janeiro.</text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.038cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="24.205cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">Essas ações propiciaram a diversificação do público em nossos encontros, o que resultou na ade-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.021cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="24.699cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">são de mais integrantes aos debates. Assim, decidimos por compartilhar um formulário para tra-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.907cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="25.193cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">çar o perfil dos nossos participantes. Concluímos que o projeto atingiu cerca de 30 pessoas, sen-</text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.856cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="25.687cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">do 60,7% mulheres, 57,1% de estudantes da instituição, 33% mulheres negras e pardas, 58,3% </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.681cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="26.181cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">jovens <text:s/>entre <text:s/>17 <text:s/>e <text:s/>19 <text:s/>anos, <text:s/>e <text:s/>a <text:s/>maioria <text:s/>dos participantes <text:s/>oriunda <text:s/>das <text:s/>cidades de <text:s/>Floresta-PE <text:s/>e </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="2.597cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="26.675cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">Petrolândia-PE.</text:span></text:p>
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   </draw:page>
   <draw:page draw:name="page8" draw:style-name="dp2" draw:master-page-name="master-page56">
    <draw:frame draw:style-name="gr1" draw:text-style-name="P2" draw:layer="layout" svg:width="0.317cm" svg:height="0.374cm" svg:x="10.423cm" svg:y="28.113cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T1">8</text:span></text:p>
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    <draw:line draw:style-name="gr12" draw:text-style-name="P4" draw:layer="layout" svg:x1="2.499cm" svg:y1="2.488cm" svg:x2="18.4cm" svg:y2="2.488cm">
     <text:p/>
    </draw:line>
    <draw:line draw:style-name="gr12" draw:text-style-name="P4" draw:layer="layout" svg:x1="2.499cm" svg:y1="2.511cm" svg:x2="18.4cm" svg:y2="2.511cm">
     <text:p/>
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    <draw:frame draw:style-name="gr13" draw:text-style-name="P11" draw:layer="layout" svg:width="12.02cm" svg:height="0.331cm" svg:x="5.83cm" svg:y="2.77cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T13">Amanda de Medeiros Lima; Marília Passos Apoliano Gomes; Tabita Aija Silva Moreira</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.305cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="3.933cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">O projeto nos apresentou possibilidades de articulação e a sororidade entre as mulheres para con-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.894cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="4.427cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">tornar os desafios que emergiram. Uma atividade que convocava interação, participação e enga-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.173cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="4.921cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">jamento na modalidade </text:span><text:span text:style-name="T18">online</text:span><text:span text:style-name="T17">, em certos momentos necessitou ser reavaliada devido às intercor-</text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.36cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="5.415cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">rências provocadas pelo “novo normal”, na era do ensino remoto. As dificuldades de conexão, falta </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.042cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="5.909cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">de acesso da bolsista a alguns materiais, o agravamento do cenário pandêmico que desencadeou </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.161cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="6.403cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">angústia nos envolvidos e a produção de material qualitativo para os encontros foram alguns dos </text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.233cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="6.897cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">obstáculos que cruzamos nessa trajetória. Entretanto, muito apoio foi compartilhado no percurso.</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.25cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="7.691cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">Em virtude das demais atividades em que as coordenadoras estavam envolvidas, nem sempre era </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.554cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="8.185cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">possível a presença das três nos encontros, mas sempre houve um revezamento para que ao menos </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.945cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="8.679cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">uma estivesse em cada roda de conversa, participando e, sobretudo, dando apoio à condução da </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.225cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="9.173cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">bolsista. A confecção de artes para as redes sociais, bem como dos</text:span><text:span text:style-name="T18"> slides</text:span><text:span text:style-name="T17"> de cada encontro, obteve </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.241cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="9.667cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">a grande contribuição de uma discente voluntária do projeto, também mulher negra. Devido às di-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.364cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="10.161cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">mensões e à gama de material que poderíamos construir, do projeto de extensão nasceu mais uma </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.444cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="10.655cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">produção acadêmica, o projeto de PIBIC JR com o título “Interseccionalidade: compreendendo raça </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.656cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="11.149cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T17">e gênero à luz do feminismo afrodiaspórico”, que teve outra discente de ensino médio como bolsista.</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.737cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="11.943cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">Salientamos que foi proposta tanto do projeto de extensão quanto do projeto de pesquisa, com </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.237cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="12.437cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">suas devidas finalidades, a apropriação, o conhecimento e a socialização de temas e categorias ad-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.317cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="12.931cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">vindas das produções literárias trabalhadas nas ações. Assim, com o amadurecimento das leituras </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.275cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="13.425cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">e discussões, o entendimento sobre alguns conceitos fez parte da construção de saber de todas do </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.008cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="13.919cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">grupo. Outrossim, reforçamos a importância da demarcação da interseccionalidade abordar não </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.025cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="14.413cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">só raça e gênero, mas também classe, o que, embora não esteja explícito nas menções dos títulos </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="8.359cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="14.907cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">das obras lidas, foi incluída nos debates temáticos.</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.991cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="15.701cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">Quanto aos objetivos específicos do Afrofem, vislumbramos a contribuição para a construção de </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.682cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="16.195cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">um espaço educacional em que a reprodução de padrões estéticos e de comportamentos racia-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.901cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="16.689cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">lizados <text:s/>sejam <text:s/>repensados <text:s/>e <text:s/>evitados, <text:s/>com <text:s/>a <text:s/>finalidade <text:s/>de <text:s/>desconstrução <text:s/>coletiva <text:s/>e <text:s/>cotidiana <text:s/>do </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.161cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="17.183cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">racismo e do sexismo no âmbito da instituição e na região em tela. Da mesma forma, objetivamos </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.894cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="17.677cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">diminuir os casos de desrespeito e/ou violação aos direitos humanos e às especificidades socio-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.737cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="18.171cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">culturais dessas discentes, e, por consequência, dirimir o sofrimento e o adoecimento psíquico </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="8.816cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="18.665cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">gerados <text:s/>em <text:s/>um <text:s/>grupo <text:s/>significativo <text:s/>de <text:s/>estudantes. </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.127cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="19.459cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">Portanto, na perspectiva de uma educação crítica, pretendemos reconhecer o espaço de fala para </text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.19cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="19.953cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">as meninas e as mulheres da instituição, que tiveram autonomia para escolha de temas e autores. </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.712cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="20.447cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">O projeto, mesmo com o prévio planejamento, foi construído pelo período de sua duração com </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.788cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="20.941cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">contribuições ímpares dos participantes e essencialmente das bolsistas que se apropriaram do </text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.801cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="21.435cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">tema e conduziram todo o projeto com maestria. As orientadoras, que estiveram presentes nos </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.275cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="21.929cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">ciclos e nas supervisões, almejavam que esses projetos fossem propulsores de trocas para futuras </text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="13.197cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="22.423cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">ações interseccionais e interdisciplinares dentro e fora do âmbito da instituição</text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="0.387cm" svg:height="0.454cm" svg:x="15.579cm" svg:y="22.423cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T20">.</text:span></text:p>
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    <draw:frame draw:style-name="gr8" draw:text-style-name="P8" draw:layer="layout" svg:width="11.089cm" svg:height="0.442cm" svg:x="2.5cm" svg:y="24.269cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T8">4. Pedagogia Dialógica em aproximação com o giro decolonial</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.072cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="25.489cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">No desenvolvimento das ações do Afrofem, tivemos por referência a Educação Popular em Paulo </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.907cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="25.983cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">Freire, para se contrapor ao modelo de “educação bancária”, em que os docentes usualmente se </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.11cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="26.477cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">colocam na posição de sujeito do saber que seria meramente doado aos “alunos” (seres sem luz), </text:span></text:p>
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   </draw:page>
   <draw:page draw:name="page9" draw:style-name="dp2" draw:master-page-name="master-page56">
    <draw:frame draw:style-name="gr1" draw:text-style-name="P2" draw:layer="layout" svg:width="0.317cm" svg:height="0.374cm" svg:x="10.523cm" svg:y="28.113cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T1">9</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:line draw:style-name="gr12" draw:text-style-name="P4" draw:layer="layout" svg:x1="2.6cm" svg:y1="2.47cm" svg:x2="18.5cm" svg:y2="2.47cm">
     <text:p/>
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    <draw:line draw:style-name="gr12" draw:text-style-name="P4" draw:layer="layout" svg:x1="2.6cm" svg:y1="2.494cm" svg:x2="18.5cm" svg:y2="2.494cm">
     <text:p/>
    </draw:line>
    <draw:frame draw:style-name="gr13" draw:text-style-name="P11" draw:layer="layout" svg:width="1.141cm" svg:height="0.331cm" svg:x="10.097cm" svg:y="2.753cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T13">Afrofem</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.017cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="3.933cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">infantilizados, vistos como sem fala, sem saberes e ações. Na perspectiva bancária, afirma Freire </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.491cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="4.427cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">que o “saber” é uma doação dos que se julgam sábios aos que julgam nada saber, o que pressupõe a </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.292cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="4.921cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">“</text:span><text:span text:style-name="T10">absolutização da ignorância”, que estaria sempre no outro (Freire, 1969). Duas das autoras deste </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.233cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="5.415cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">artigo trabalharam na instituição referida, nas funções de professora de sociologia e de psicóloga, </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.106cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="5.909cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">e puderam constatar que o modelo da educação bancária ainda é o que predomina, sobretudo no </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="5.865cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="6.403cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">nível básico da educação brasileira.</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.771cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="7.197cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Ao adotar neste projeto um outro paradigma, qual seja a Pedagogia Dialógica de viés freireano, </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.173cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="7.691cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">compreendemos que os estudantes são sujeitos de saber, não “alunos” e sim educandos-educado-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.118cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="8.185cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">res. Assim, tivemos por pressupostos nessas ações: uma educação de viés crítico, político e trans-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.322cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="8.679cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">formador, partindo da problematização da realidade dos educandos; a pluralidade de saberes, vez </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.953cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="9.173cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">que todos podiam contribuir igualmente para as discussões; a educação para a humanização e a </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.012cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="9.667cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">emancipação, desvinculada dos pressupostos capitalistas e neoliberais que privilegiam o lucro e </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.241cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="10.161cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">não a formação ampliada dos discentes. Essa última característica se revelou de grande importân-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.004cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="10.655cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">cia, sobretudo considerando-se que o projeto foi desenvolvido em uma instituição de ensino mé-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.25cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="11.149cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">dio profissional e tecnológico, em que muitas vezes prepondera o viés tecnicista e mercadológico. </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.059cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="11.943cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Nesse sentido, observamos o foco das instituições educacionais, desde o ensino básico, na prepa-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.385cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="12.437cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">ração de estudantes para o mercado de trabalho e para os papéis sociais que lhes são esperados. O </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.262cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="12.931cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">ensino é moldado previamente, sem qualquer discussão metodológica com os destinatários desse </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.165cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="13.425cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">suposto conhecimento, que é, aliás, transmitido unilateralmente. Adotamos, em sentido oposto, a </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.241cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="13.919cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">visão freireana de que urge espaços educacionais de viés transformador, preocupados em lapidar </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.165cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="14.413cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">o senso crítico dos sujeitos da educação, em articular saberes populares e saberes escolares e em </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="10.484cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="14.907cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">disseminar a cultura do diálogo e, sobretudo, da democracia. <text:s text:c="4"/></text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.436cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="15.701cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Infelizmente, as escolas têm se mostrado alheias às discussões do contexto social circundante. Não </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.936cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="16.195cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">só a escola, mas também a universidade de certa forma. Criou-se um cotidiano escolar apartado </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.991cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="16.689cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">da realidade, um mundo autorreferido que ignora o cotidiano social. Essas instituições têm favo-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.393cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="17.183cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">recido a manutenção do </text:span><text:span text:style-name="T11">status quo</text:span><text:span text:style-name="T10"> e acentuado as profundas desigualdades sociais, especialmente </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.097cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="17.677cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">na América Latina, quando poderiam ser as principais lideranças na humanização do ensino e na </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.389cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="18.171cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">difusão da cidadania. Em virtude disso, defendemos uma outra escola, à luz do pensamento de bell </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.987cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="18.665cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">hooks (2017): uma escola para a liberdade, para além da ordem hegemônica. Com hooks, propo-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.389cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="19.159cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">mos ensinar a transgredir, construindo coletivamente instituições educacionais democráticas, que </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.33cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="19.653cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">estejam também dispostas a aprender com o mundo e, inclusive, com quem sequer se escolarizou. </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.029cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="20.147cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Nesse ponto, algo interessante e que amplia a compreensão de educação para todos e com todos </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.687cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="20.641cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">foi a participação nas rodas de várias pessoas que não faziam parte da instituição, inclusive de </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.165cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="21.135cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">outras cidades e estados, o que foi possibilitado pelo formato remoto decorrente da pandemia da </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="1.678cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="21.629cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Covid-19. </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.775cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="22.423cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Adotando o modelo transformador da Pedagogia Dialógica em nossas rodas de conversa, tínha-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.169cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="22.917cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">mos não as figuras do educador e do educando, mas a do educador-educando e do educando-edu-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.254cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="23.411cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">cador, pois todos são igualmente aprendizes de suas realidades. Em uma esclarecedora passagem </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.945cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="23.905cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">de Freire, em </text:span><text:span text:style-name="T11">Pedagogia do Oprimido</text:span><text:span text:style-name="T10">, consta que: “Ninguém educa ninguém, ninguém educa a si </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.877cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="24.399cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">mesmo, os homens se educam entre si, mediatizados pelo mundo” (Freire, 2005, p.31), em uma </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.564cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="24.893cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">demonstração inequívoca de que educação pressupõe construção coletiva, participação ativa. </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.864cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="25.687cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Foi nessa perspectiva que, durante o projeto, valorizamos a socialização dos conhecimentos, re-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.758cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="26.181cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">conhecendo que todos contribuem no processo de ensino-aprendizagem, sendo fundamental a </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.22cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="26.675cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">participação direta dos discentes. Assim, optamos pela leitura e discussão dos textos em rodas de </text:span></text:p>
     </draw:text-box>
    </draw:frame>
   </draw:page>
   <draw:page draw:name="page10" draw:style-name="dp2" draw:master-page-name="master-page56">
    <draw:frame draw:style-name="gr1" draw:text-style-name="P2" draw:layer="layout" svg:width="0.408cm" svg:height="0.374cm" svg:x="10.345cm" svg:y="28.113cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T1">10</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:line draw:style-name="gr12" draw:text-style-name="P4" draw:layer="layout" svg:x1="2.499cm" svg:y1="2.488cm" svg:x2="18.4cm" svg:y2="2.488cm">
     <text:p/>
    </draw:line>
    <draw:line draw:style-name="gr12" draw:text-style-name="P4" draw:layer="layout" svg:x1="2.499cm" svg:y1="2.511cm" svg:x2="18.4cm" svg:y2="2.511cm">
     <text:p/>
    </draw:line>
    <draw:frame draw:style-name="gr13" draw:text-style-name="P11" draw:layer="layout" svg:width="12.02cm" svg:height="0.331cm" svg:x="5.83cm" svg:y="2.77cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T13">Amanda de Medeiros Lima; Marília Passos Apoliano Gomes; Tabita Aija Silva Moreira</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.258cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="3.933cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">conversa, estimulando a horizontalidade e a crítica dos textos lidos, valorizando a participação de </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.19cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="4.427cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">cada uma e cada um. Em momento algum, a presença das coordenadoras ocorreu no sentido dire-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.326cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="4.921cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">tivo, sancionador ou de domínio dos saberes, vez que as rodas eram mediadas não por servidores, </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.131cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="5.415cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">mas pela estudante bolsista, no intuito de contribuir para seu desenvolvimento, empoderamento </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="10.052cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="5.909cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">e garantir, na prática, a não-reprodução do modelo bancário.</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.283cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="6.703cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Nesse sentido da práxis freireana e da difusão e discussão dos feminismos afrodiaspóricos dentro </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.852cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="7.197cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">da escola, lembramos que o projeto nasceu da necessidade de discentes pardas e negras que há </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.283cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="7.691cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">muito relatavam sofrimento e isolamento relacionados aos seus pertencimentos de raça e gênero. </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.135cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="8.185cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Assim, compreendemos que seria fundamental desenvolver um projeto no paradigma da Pedago-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.228cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="8.679cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">gia Dialógica, que fosse horizontal e conduzido por uma discente que compreendesse e que repre-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.822cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="9.173cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">sentasse os anseios e as questões das demais estudantes, daí a importância da bolsista ser uma </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="17.134cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="9.667cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">mulher <text:s/>negra. <text:s/>Compreendemos <text:s/>que <text:s/>a <text:s/>identificação <text:s/>com <text:s/>as <text:s/>temáticas <text:s/>discutidas <text:s/>nas <text:s/>rodas <text:s/>jamais </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.123cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="10.161cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">foi meramente teórica, e sim experienciada para a maioria dos e das envolvidas no projeto, o que </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="7.203cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="10.655cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">foi fundamental para os resultados obtidos.</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.89cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="11.449cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Uma vez que as rodas de conversa priorizavam a discussão teórica e política, jamais desvincula-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.211cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="11.943cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">das, pautava-se a construção coletiva como exercício corriqueiro na produção do conhecimento e </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.123cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="12.437cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">o cultivo de um senso de responsabilidade compartilhada, a fim de que tal processo conduzisse a </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.072cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="12.931cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">uma verdadeira transformação social. A Pedagogia Dialógica não é apenas uma nova teoria peda-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.814cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="13.425cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">gógica, contra-hegemônica, mas uma práxis social, que alia teoria, prática e estratégias de cons-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.038cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="13.919cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">trução de mundo por parte dos grupos considerados “minoritários”, dos movimentos populares, </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.75cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="14.413cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">de uma visão de mundo que parta daqueles que constituem a maioria historicamente excluída. </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.195cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="15.207cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Aqui, entendemos que as contribuições de Paulo Freire para a pedagogia decolonial e para o Afro-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.979cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="15.701cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">fem foram inúmeras. Freire rejeitava soluções educacionais exógenas, partidas de realidades co-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.216cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="16.195cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">lonizadoras, sendo esse o giro decolonial que sua obra promove. A premissa freireana é de que as </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.313cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="16.689cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">fórmulas externas e coloniais são frutos de invasão cultural, são descontextualizadas e promovem </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.796cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="17.183cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">submissão <text:s/>e <text:s/>não <text:s/>autonomia. <text:s/>O <text:s/>legado <text:s/>freiriano <text:s/>é <text:s/>de <text:s/>que <text:s/>a <text:s/>educação <text:s/>é <text:s/>um <text:s/>ato <text:s/>político, <text:s/>que <text:s/>os </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.885cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="17.677cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">educadores não são nem podem ser neutros e que tanto o conteúdo quanto os métodos e os for-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.11cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="18.171cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">matos também são políticos. E, ainda, de que não se separa teoria e prática, nem arte e política. A </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.195cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="18.665cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Pedagogia Dialógica pressupõe a teoria crítica do conhecimento, a compreensão de que educação </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.326cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="19.159cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">é política e também um ato estético, devendo ser sempre social e profundamente contextualizada: </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.97cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="19.653cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">uma educação com sentido para os educandos. Nesse sentido, orientamo-nos pelo viés freiriano </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.233cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="20.147cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">primando por partir dos contextos dos participantes e dos saberes que eles e elas traziam para as </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="12.99cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="20.641cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">rodas, ao que a bolsista sempre indagava e estimulava a participação de todos.</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.601cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="21.435cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Dentre as principais referências que orientaram o desenvolvimento do Afrofem, além de Freire e da </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T10">pedagogia decolonial, destaca-s</text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T17">e Lélia de Almeida Gonzalez, c</text:span><text:span text:style-name="T10">ujos textos foram debatidos nos en-</text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T10">contros com os/as estudantes. Lélia foi pioneira na demonstração das desigualdades interseccionais </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T10">brasileiras, afirmando que as mulheres negras e sobretudo as mulheres negras pobres são invisibi-</text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.69cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="23.411cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">lizadas e silenciadas, no sentido da infantilização, tornadas “sem fala”, não dotadas do suposto saber </text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">que as autorizaria a falar, inclusive das próprias experiências. Compreendemos que ações formula-</text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">das no paradigma e na práxis da Pedagogia Dialógica permitem quebrar, em parte, essas barreiras </text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.52cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="24.893cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">e silenciamentos, uma vez que possibilitam espaços de escuta e debate das experiências, sobretudo </text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="14.374cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="25.387cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">das discentes negras que nos procuraram e motivaram o desenvolvimento do Afrofem.</text:span></text:p>
     </draw:text-box>
    </draw:frame>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Nesse projeto, Lélia representou a importância de os feminismos afrodiaspóricos serem trazidos </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.78cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="26.675cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">para a discussão dentro da escola, nas disciplinas e fora delas, em projetos inter e transdiscipli-</text:span></text:p>
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   </draw:page>
   <draw:page draw:name="page11" draw:style-name="dp2" draw:master-page-name="master-page56">
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T1">11</text:span></text:p>
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     <text:p/>
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     <text:p/>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T13">Afrofem</text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">nares, aproximando as discussões do cotidiano dos e das estudantes. As rodas, em que a grande </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.3cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="4.427cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">maioria dos participantes era mulher (60,7%) e pelo menos ⅓ mulheres negras, constituíam prio-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.712cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="4.921cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">ritariamente momentos de fala, de troca, em que todas e todos podiam ser ouvidos e comparti-</text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">lhar suas experiências e percepções sobre como os pertencimentos de raça e gênero impactam </text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.835cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="5.909cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">no mundo e em suas próprias vidas. A riqueza dos momentos estava justamente em quebrar os </text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">silêncios e potencializar coletivamente as vozes, em espaços que cada sujeito/a possuía a mesma </text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">importância de fala e representação. Intencionamos, assim, promover encontros apresentando e </text:span></text:p>
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    </draw:frame>
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      <text:p text:style-name="P1"><text:span text:style-name="T10">debatendo múltiplas autoras dos feminismos afrodiaspóricos, em uma perspectiva dialógica frei-</text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">reana.</text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Durante o projeto, discutíamos como o racismo e o patriarcado coexistem enquanto sistemas de </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.733cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="9.173cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">poder decorrentes da colonialidade do ser, do saber e do poder (Quijano, 2010) subjacente em </text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.029cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="9.667cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T10">nossas sociedades anteriormente colonizadas – esses debates sempre partindo da realidade bra-</text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">sileira, nordestina e do cotidiano dos participantes. Assim, compreendemos que com o Afrofem </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.254cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="10.655cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">realizamos o posicionamento crítico de fronteira em relação à diferença colonial, conforme preco-</text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T10">niza Catherine Walsh (2005). </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.173cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="11.943cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Ao nos orientarmos pelo pensamento crítico de fronteira, nas ações do projeto, as realidades e os </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.856cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="12.437cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">contextos de vida dos e das sujeitas participantes foram colocados em debate por eles mesmos, </text:span></text:p>
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    </draw:frame>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">sendo o objetivo dos encontros não delinear como deveria ser uma sociedade ideal, um suposto </text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">“</text:span><text:span text:style-name="T10">abstrato universal”. Pelo contrário, a finalidade foi propriamente o questionamento e a transfor-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.427cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="13.919cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">mação da colonialidade do poder, do saber e do ser subjacentes ao contexto brasileiro, em especial </text:span></text:p>
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    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.101cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="14.413cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">o nordestino, compreendendo juntos que as relações de poder não desaparecem, mas podem ser </text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">reconstruídas ou transformadas, estabelecendo-se diferentemente. Durante as discussões, além </text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">das desigualdades interseccionais serem problematizadas, os participantes discutiam novas pos-</text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">sibilidades de se relacionar a partir das diferenças e do reconhecimento das identidades, ou seja, </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T10">valorizando a diversidade intercultural.</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.877cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="17.183cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">Uma vez que o projeto foi desenvolvido em uma região caracterizada pela pluralidade de povos </text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">e <text:s/>culturas, <text:s/>conforme <text:s/>se <text:s/>viu, <text:s/>revelou-se <text:s/>ainda <text:s/>mais <text:s/>importante <text:s/>orientarmo-nos <text:s/>pelo <text:s/>paradigma </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.546cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="18.171cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">da <text:s/>interculturalidade. <text:s/>Objetivou-se, <text:s/>dessa <text:s/>forma, <text:s/>estabelecer <text:s/>e <text:s/>valorizar <text:s/>a <text:s/>construção <text:s/>do <text:s/>“pen-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.025cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="18.665cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">samento-outro” a que se refere Walsh (2005), sendo assim uma proposta alternativa ao racismo </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.118cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="19.159cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">epistêmico da colonialidade. O giro referente à pedagogia decolonial aqui consistiu em partir das </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.869cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="19.653cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">perspectivas dos sujeitos para as escutas e para a tentativa de estruturação, dentro do contexto </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.059cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="20.147cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T14">escolar, de “um espaço de negociação e de tradução onde as desigualdades sociais, econômicas e </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.046cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="20.641cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T14">políticas, e as relações e os conflitos de poder da sociedade não são mantidos ocultos, e sim reco-</text:span></text:p>
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    </draw:frame>
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      <text:p text:style-name="P1"><text:span text:style-name="T14">nhecidos e confrontados” (Walsh, 2001, p. 10-11). </text:span></text:p>
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    </draw:frame>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Compreendemos a interculturalidade como uma meta a ser alcançada, e com esse projeto inten-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.725cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="22.423cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">cionamos ser um passo inicial em direção a ela, mas que evidentemente necessita ser revisto e </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.372cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="22.917cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">aprofundado, bem como contar com o envolvimento de mais sujeitos. Este artigo representa ainda </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.309cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="23.411cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">o esforço de análise do que foi realizado e, ao mesmo tempo, a compreensão de que a intercultura-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.317cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="23.905cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">lidade “é uma tarefa social e política que interpela ao conjunto da sociedade, que parte de práticas </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.051cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="24.399cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">e ações sociais concretas e conscientes e tenta criar modos de responsabilidade e solidariedade” </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.131cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="24.893cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">(Walsh, 2001, p.10-11). Nesse sentido, compreendemos a importância de difusão desse projeto e </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.33cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="25.387cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">da construção de redes colaborativas que permitam a ampliação da solidariedade crítica proposta </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="1.793cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="25.881cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">por Walsh.</text:span></text:p>
     </draw:text-box>
    </draw:frame>
   </draw:page>
   <draw:page draw:name="page12" draw:style-name="dp2" draw:master-page-name="master-page56">
    <draw:frame draw:style-name="gr1" draw:text-style-name="P2" draw:layer="layout" svg:width="0.408cm" svg:height="0.374cm" svg:x="10.345cm" svg:y="28.113cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T1">12</text:span></text:p>
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    </draw:frame>
    <draw:line draw:style-name="gr12" draw:text-style-name="P4" draw:layer="layout" svg:x1="2.499cm" svg:y1="2.488cm" svg:x2="18.4cm" svg:y2="2.488cm">
     <text:p/>
    </draw:line>
    <draw:line draw:style-name="gr12" draw:text-style-name="P4" draw:layer="layout" svg:x1="2.499cm" svg:y1="2.511cm" svg:x2="18.4cm" svg:y2="2.511cm">
     <text:p/>
    </draw:line>
    <draw:frame draw:style-name="gr13" draw:text-style-name="P11" draw:layer="layout" svg:width="12.02cm" svg:height="0.331cm" svg:x="5.83cm" svg:y="2.77cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T13">Amanda de Medeiros Lima; Marília Passos Apoliano Gomes; Tabita Aija Silva Moreira</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr8" draw:text-style-name="P8" draw:layer="layout" svg:width="3.626cm" svg:height="0.442cm" svg:x="2.5cm" svg:y="4.089cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T8">Considerações finais</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.869cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="5.009cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Compreendemos que essa experiência representa um exercício de pedagogia decolonial, na me-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.822cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="5.503cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">dida em que parte da crítica à história única e universal proposta pela Europa e propõe a visibi-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.89cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="5.997cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">lização de sujeitos e experiências a partir de si mesmos e não do outro: assim, reconhecendo-se </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.919cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="6.491cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">a si mesmo e aos demais envolvidos como sujeitos de direitos e de suas próprias histórias, recu-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.203cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="6.985cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">sando-se a serem vistos e tratados como “os outros” da história. A partir do Afrofem, foi proposta </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.928cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="7.479cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">a valorização das culturas locais, as experiências das discentes das várias cidades participantes, </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.805cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="7.973cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">estimulando a sororidade e as articulações locais e regionais para novos debates e construções </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="1.327cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="8.467cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">adiante.</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.305cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="9.261cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">Observamos que as rodas de conversas possibilitaram o aprofundamento dos debates entre pares </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.271cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="9.755cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">e foram espaços coletivos com o protagonismo de mulheres negras. Os debates proporcionaram a </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.432cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="10.249cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">construção de novas formas de lutas e resistência por meio do compartilhamento das experiências </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="15.784cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="10.743cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">singulares e do conhecimento e entendimento da teoria e da história que permeiam as pessoas </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.461cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="11.237cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">pretas. As mulheres pretas puderam ver sobre suas histórias pelo olhar de outras mulheres pretas, </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="14.052cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="11.731cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">fugindo da lógica europeia com o privilégio de autores brancos e na maioria homens.</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.254cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="12.525cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">No desenvolvimento das ações do Afrofem, nos aproximamos da pedagogia decolonial, compreen-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.127cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="13.019cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T14">dida como uma práxis orientada para a insurgência educativa propositiva. </text:span><text:span text:style-name="T10">Assim, além da denún-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.017cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="13.513cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">cia e discussão das desigualdades interseccionais brasileiras, sobretudo no contexto nordestino, </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.186cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="14.007cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">nas rodas o elemento insurgente representava a possibilidade de criação e a construção de novas </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.338cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="14.501cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">condições sociais, políticas, culturais e de pensamento (Walsh, 2013). Vislumbramos a construção </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="16.275cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="14.995cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">colaborativa de uma compreensão pedagógica que se projeta muito além dos processos de ensino </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr9" draw:text-style-name="P9" draw:layer="layout" svg:width="12.393cm" svg:height="0.454cm" svg:x="2.5cm" svg:y="15.489cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T10">e de transmissão de saber, que concebe a pedagogia como política cultural.</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr8" draw:text-style-name="P8" draw:layer="layout" svg:width="0.439cm" svg:height="0.442cm" svg:x="2.5cm" svg:y="16.349cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T8"><text:s/></text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr8" draw:text-style-name="P8" draw:layer="layout" svg:width="2.076cm" svg:height="0.442cm" svg:x="2.5cm" svg:y="17.337cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T8">Referências</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr1" draw:text-style-name="P2" draw:layer="layout" svg:width="8.304cm" svg:height="0.374cm" svg:x="2.5cm" svg:y="18.218cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T21">Akotirene, Carla. Interseccionalidade. São Paulo: Pólen, 2019.</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr1" draw:text-style-name="P2" draw:layer="layout" svg:width="11.703cm" svg:height="0.374cm" svg:x="2.5cm" svg:y="18.806cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T21">Almeida, Sílvio Luiz de. O que é racismo estrutural? Belo Horizonte: Letramento, 2018.</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr1" draw:text-style-name="P2" draw:layer="layout" svg:width="16.182cm" svg:height="0.374cm" svg:x="2.5cm" svg:y="19.394cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T21">Brasil. Ministério da Saúde. Secretaria de Gestão Estratégica e Participativa. Departamento de Apoio à Gestão Participa-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr1" draw:text-style-name="P2" draw:layer="layout" svg:width="15.763cm" svg:height="0.374cm" svg:x="2.5cm" svg:y="19.782cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T21">tiva e Controle Social. Óbitos por suicídio entre adolescentes e jovens negros 2012 a 2016. Universidade de Brasília, </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr1" draw:text-style-name="P2" draw:layer="layout" svg:width="13.049cm" svg:height="0.374cm" svg:x="2.5cm" svg:y="20.17cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T21">Observatório de Saúde de Populações em Vulnerabilidade - Brasília: Ministério da Saúde, 2018. <text:s/></text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr1" draw:text-style-name="P2" draw:layer="layout" svg:width="16.161cm" svg:height="0.374cm" svg:x="2.5cm" svg:y="20.758cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T21">Bhattacharya, Tithi. Explicando a violência de gênero no neoliberalismo. Marx e o Marxismo, v. 7, nº 12, 2019, p. 14–37.</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr1" draw:text-style-name="P2" draw:layer="layout" svg:width="11.885cm" svg:height="0.374cm" svg:x="2.5cm" svg:y="21.346cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T22">Carneiro, Sueli. Racismo, sexismo e desigualdade no Brasil. São Paulo: Selo Negro, 2011.</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr1" draw:text-style-name="P2" draw:layer="layout" svg:width="12.609cm" svg:height="0.374cm" svg:x="2.5cm" svg:y="21.934cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T22">Connell, Raewyn; Pearse, Rebecca. Gênero: uma perspectiva global. São Paulo: InVerso, 2015.</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr1" draw:text-style-name="P2" draw:layer="layout" svg:width="9.489cm" svg:height="0.374cm" svg:x="2.5cm" svg:y="22.522cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T23">Davis, Angela. Mulheres, cultura e política. São Paulo: Boitempo, 2017.</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr1" draw:text-style-name="P2" draw:layer="layout" svg:width="15.259cm" svg:height="0.374cm" svg:x="2.5cm" svg:y="23.11cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T21">Federici, Silvia; Cox, Nicole. Contra-atacando desde a cozinha: salários para o trabalho doméstico – uma perspec-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr1" draw:text-style-name="P2" draw:layer="layout" svg:width="8.608cm" svg:height="0.374cm" svg:x="2.5cm" svg:y="23.498cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T21">tiva sobre o capital e a esquerda. Brasil: Terra Sem Amos, 2020.</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr1" draw:text-style-name="P2" draw:layer="layout" svg:width="16.266cm" svg:height="0.374cm" svg:x="2.5cm" svg:y="24.086cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T21">Figueroa, Aurora Vergara; Hurtado, Katherine Arboleda. Feminismo afrodiaspórico: uma agenda emergente del feminis-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr1" draw:text-style-name="P2" draw:layer="layout" svg:width="10.848cm" svg:height="0.374cm" svg:x="2.5cm" svg:y="24.474cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T21">mo negro em Colombia. Universitas Humanística, Bogotá, n. 78, 2014, p. 109-34.</text:span></text:p>
     </draw:text-box>
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      <text:p text:style-name="P1"><text:span text:style-name="T21">Freire, Paulo. O Papel da Educação na Humanização. Revista Paz e Terra, Ano IV, nº 9, Out. 1969, p. 123-132. </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T22">______. </text:span><text:span text:style-name="T21">Pedagogia do Oprimido. Rio de Janeiro: Paz e Terra, 2005.</text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T21">Gonzalez, Lélia. Racismo e sexismo na cultura brasileira. In: Silva, L. A. et al. Movimentos sociais urbanos, minorias e </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T21">outros estudos. Ciências Sociais Hoje. Brasília: ANPOCS n. 2, 1984, p. 223-244.</text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T1">13</text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T13">Afrofem</text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T21">______. A categoria político-cultural de amefricanidade. Tempo Brasileiro</text:span><text:span text:style-name="T24">,</text:span><text:span text:style-name="T21"> Rio de Janeiro, n. 92/93, jan./jun. 1988a, p. </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T21">69-82. <text:s text:c="8"/></text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T21">______. Por um feminismo afrolatinoamericano. Revista Isis Internacional</text:span><text:span text:style-name="T24">,</text:span><text:span text:style-name="T21"> Santiago, v. 9, 1988b, p. 133-141. </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T22">______. Ensinando a transgredir: a educação como prática da liberdade. São Paulo: Martins Fontes, 2017. </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T21">Instituto Brasileiro de Geografia e Estatística. Estatísticas de Gênero Indicadores sociais das mulheres no Brasil. </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T21">Estudos e Pesquisas, Informação Demográfica e Socioeconômica n.38. Rio de Janeiro: IBGE, 2021.</text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T21">Lorde, Audre. Não existe hierarquia da opressão. 1983. Disponível em: https://rizoma.milharal.org/2013/03/03/</text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T21">nao-existe-hierarquia-de-opressao-por-audrelorde. Acesso em: 25 jan. 2021.</text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T21">Mies, Maria. Patriarcado &amp; acumulação em escala mundial: mulheres na divisão internacional do trabalho. São </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T21">Moreira, Tabita Aija Silva. Maternidade em situação de rua e a suspensão ou perda do poder familiar. 2021. 183f. </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T21">Tese (Doutorado em Psicologia) - Centro de Ciências Humanas, Letras e Artes, Universidade Federal do Rio Grande do </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T21">Quijano, Aníbal. Colonialidade do Poder e classificação social. In: Santos, B. S. (org.). Epistemologias do Sul. São Paulo: </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T21">Rede Brasileira de Pesquisa em Soberania e Segurança Alimentar e Nutricional. Inquérito Nacional sobre Inseguran-</text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T21">ça Alimentar no Contexto da Pandemia da Covid-19 no Brasil, 2021. Disponível em: <text:s/>http://olheparaafome.com.br/</text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T22">Silva, Maria Lucia. Racismo e os efeitos na saúde mental. In: L. E. Batista, S. Kalckmann (Orgs.). Seminário saúde da </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T21">______. Pensamiento crítico y matriz (de)colonial. </text:span><text:span text:style-name="T25">Reflexiones latinoamericanas</text:span><text:span text:style-name="T21">. Quito: Ediciones Abya-yala, 2005, p. </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T21">______. Lo pedagógico y lo decolonial: entretejiendo caminos. In: Walsh, C. (Org.). Pedagogías decoloniales: prácticas </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T21">insurgentes de resistir, (re)existir y (re)vivir. Equador: Abya-Yala, 2013.</text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T1">14</text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T13">Amanda de Medeiros Lima; Marília Passos Apoliano Gomes; Tabita Aija Silva Moreira</text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T8">Afrofem: an experience of dialogic </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T8">pedagogy and afrodiasporic feminisms in </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T8">the Sertão of Nordeste</text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T6">Abstract:</text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T6">The <text:s/>themes <text:s/>of <text:s/>gender <text:s/>and <text:s/>race/ethnicity <text:s/>are <text:s/>of </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T6">paramount importance for the realization of a fair </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T6">collectivity </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T6">in </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T6">contemporary </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T6">times. </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T6">Faced </text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T6">with </text:span></text:p>
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     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T6">the <text:s/>demands <text:s/>presented <text:s/>in <text:s/>a <text:s/>federal <text:s/>educational </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.385cm" svg:height="0.412cm" svg:x="2.5cm" svg:y="8.5cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">institution in the northeastern of Brazil, we deve-</text:span></text:p>
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      <text:p text:style-name="P1"><text:span text:style-name="T6">loped an extension project with interdisciplinary </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.372cm" svg:height="0.412cm" svg:x="2.5cm" svg:y="9.488cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">conversation circles that addressed the oppressi-</text:span></text:p>
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    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.389cm" svg:height="0.412cm" svg:x="2.5cm" svg:y="9.982cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">ve, racist and sexist matrices of Brazilian society. </text:span></text:p>
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    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.55cm" svg:height="0.412cm" svg:x="2.5cm" svg:y="10.476cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">The <text:s/>debates <text:s/>covered <text:s/>intersectional <text:s/>inequalities, </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.503cm" svg:height="0.412cm" svg:x="2.5cm" svg:y="10.97cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">race <text:s/>and <text:s/>racism <text:s/>in <text:s/>Brazil, <text:s/>empowerment, <text:s/>body </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.618cm" svg:height="0.412cm" svg:x="2.5cm" svg:y="11.463cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">and gender and representation. Guided by Freire’s </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.542cm" svg:height="0.412cm" svg:x="2.5cm" svg:y="11.957cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">dialogical pedagogy and by the interculturality de-</text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.601cm" svg:height="0.412cm" svg:x="2.5cm" svg:y="12.451cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">fended by decolonial pedagogy, we aim to dissemi-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.427cm" svg:height="0.412cm" svg:x="2.5cm" svg:y="12.945cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">nate works of afro-diasporic feminisms aiming at </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.47cm" svg:height="0.412cm" svg:x="2.5cm" svg:y="13.439cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">the problematization of the school reality and the </text:span></text:p>
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    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.521cm" svg:height="0.412cm" svg:x="2.5cm" svg:y="13.933cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">northeastern </text:span><text:span text:style-name="T7">sertão</text:span><text:span text:style-name="T6">, to contribute to the construc-</text:span></text:p>
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    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.588cm" svg:height="0.412cm" svg:x="2.5cm" svg:y="14.427cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">tion of an anti-racist and anti-cisheteropatriarchal </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="1.149cm" svg:height="0.412cm" svg:x="2.5cm" svg:y="14.921cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">culture.</text:span></text:p>
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    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.559cm" svg:height="0.412cm" svg:x="2.5cm" svg:y="15.415cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">Keywords: <text:s/>Aphrodiasporics <text:s/>feminisms. <text:s/>Freirean </text:span></text:p>
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    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.516cm" svg:height="0.412cm" svg:x="2.5cm" svg:y="15.908cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">pedagogy. Intersectional inequalities. Genre. Race.</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr8" draw:text-style-name="P8" draw:layer="layout" svg:width="7.08cm" svg:height="0.442cm" svg:x="11cm" svg:y="4.089cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T8">Afrofem: una experiencia de pedagogía </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr8" draw:text-style-name="P8" draw:layer="layout" svg:width="7.567cm" svg:height="0.442cm" svg:x="11cm" svg:y="4.583cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T8">dialógica y feminismos afrodiaspóricos en </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr8" draw:text-style-name="P8" draw:layer="layout" svg:width="3.901cm" svg:height="0.442cm" svg:x="11cm" svg:y="5.077cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T8">el Sertão del Nordeste</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="1.496cm" svg:height="0.412cm" svg:x="11cm" svg:y="6.031cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">Resumen:</text:span></text:p>
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    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.525cm" svg:height="0.412cm" svg:x="11cm" svg:y="6.525cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">Los temas de género y raza/etnia son de suma im-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.372cm" svg:height="0.412cm" svg:x="11cm" svg:y="7.018cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">portancia para una colectividad justa en la época </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.559cm" svg:height="0.412cm" svg:x="11cm" svg:y="7.512cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">contemporánea. Dadas las demandas presentadas </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.482cm" svg:height="0.412cm" svg:x="11cm" svg:y="8.006cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">en <text:s/>una <text:s/>institución <text:s/>educativa <text:s/>federal <text:s/>del <text:s/>sertón </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.694cm" svg:height="0.412cm" svg:x="11cm" svg:y="8.5cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">brasileño, <text:s/>desarrollamos <text:s/>un <text:s/>proyecto <text:s/>de <text:s/>extensi-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.52cm" svg:height="0.412cm" svg:x="11cm" svg:y="8.994cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">ón con ruedas de conversación interdisciplinarias </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.343cm" svg:height="0.412cm" svg:x="11cm" svg:y="9.488cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">acerca de las matrices opresivas, racistas y sexis-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.41cm" svg:height="0.412cm" svg:x="11cm" svg:y="9.982cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">tas de la sociedad brasileña. Los debates pasaron </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.559cm" svg:height="0.412cm" svg:x="11cm" svg:y="10.476cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">por las temáticas de las desigualdades interseccio-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.347cm" svg:height="0.412cm" svg:x="11cm" svg:y="10.97cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">nales, la raza y el racismo en Brasil, el empodera-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.423cm" svg:height="0.412cm" svg:x="11cm" svg:y="11.463cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">miento, el cuerpo y el género y la representación. </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.588cm" svg:height="0.412cm" svg:x="11cm" svg:y="11.957cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">Guiados por la pedagogía dialógica freireana y por </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.503cm" svg:height="0.412cm" svg:x="11cm" svg:y="12.451cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">la <text:s/>interculturalidad <text:s/>defendida <text:s/>por <text:s/>la <text:s/>Pedagogía </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.385cm" svg:height="0.412cm" svg:x="11cm" svg:y="12.945cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T6">Decolonial, pretendemos difundir obras de los fe-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.381cm" svg:height="0.412cm" svg:x="11cm" svg:y="13.439cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">minismos afrodiaspóricos, con el objetivo de pro-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.787cm" svg:height="0.412cm" svg:x="11cm" svg:y="13.933cm">
     <draw:text-box>
      <text:p text:style-name="P1"><text:span text:style-name="T6">blematizar <text:s/>la <text:s/>realidad <text:s/>de <text:s/>la <text:s/>escuela <text:s/>y <text:s/>del <text:s/>sertón </text:span></text:p>
     </draw:text-box>
    </draw:frame>
    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.664cm" svg:height="0.412cm" svg:x="11cm" svg:y="14.427cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">nordestino, <text:s/>para <text:s/>contribuir <text:s/>a <text:s/>la <text:s/>construcción <text:s/>de </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.749cm" svg:height="0.412cm" svg:x="11cm" svg:y="14.921cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">una <text:s/>cultura <text:s/>antirracista, <text:s/>no <text:s/>hetero-cis <text:s/>normativa </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="2.5cm" svg:height="0.412cm" svg:x="11cm" svg:y="15.415cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">y anti-patriarcal.</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.211cm" svg:height="0.412cm" svg:x="11cm" svg:y="15.908cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">Palabras clave: Feminismos afrodiaspóricos. Pe-</text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="7.622cm" svg:height="0.412cm" svg:x="11cm" svg:y="16.402cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">dagogía freireana. Desigualdades interseccionales. </text:span></text:p>
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    </draw:frame>
    <draw:frame draw:style-name="gr2" draw:text-style-name="P3" draw:layer="layout" svg:width="2.114cm" svg:height="0.412cm" svg:x="11cm" svg:y="16.896cm">
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      <text:p text:style-name="P1"><text:span text:style-name="T6">Género. Raza. </text:span></text:p>
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   </draw:page>
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 </office:body>
</office:document>