BLACK WOMEN'S RELATIONSHIPS WITH SPECIALIZED EDUCATIONAL ASSISTANCE THROUGH THE EYES OF A SUPPORT TEACHER

Abstract

This article aims to identify, from the perspective of Black Feminist Pedagogy, the nuances and challenges present in my experiences as a History undergraduate student, Black woman, and support teacher for a visually impaired student in Basic Education, within the context of Special Education. I explore how the intersections of race, gender, and disability shape and influence my role in this complex educational setting. Using a (auto)biographical approach as a support teacher, I seek to deepen the understanding of the dynamics involved in this role, highlighting that its responsibilities are in a constant process of development and definition. I emphasize, therefore, the paramount importance of Black Feminist Pedagogy as an essential tool not only to guide practices within Special Education but also to enrich and inform other pedagogical approaches adopted in public schools. By promoting a more inclusive and sensitive education to the multiple identities and experiences of students, this pedagogical perspective significantly contributes to the construction of a fairer and more equitable society.