Escrevivências e movimentos (auto)formativos na pesquisa por uma educação antirracista

This text presents the partial results of research that takes as object of study the pedagogical practices that deal with ethnic-racial and gender relations in a school in the interior of Bahia. It aims to present the main experiences of the teachers / collaborators on their pedagogical practices with the themes in question, as well as the main implications in the movement of altering the observed, experienced and reflected reality, narrated in the researcher's escrevivência as a black woman-teacher, which intertwines life-researchformation in the intertwining with the empiricism resulting from partial data grown in the field. Theoretical-methodological choices value the ways of knowledge production of black writers and intellectuals, in science and literature, such as the escrevivência of Conceição Evaristo, who inspires to conceive the academic text as a life-writing (EVARISTO, 2005) that it does not detach itself from the experiences of the researcher and his / her research collaborators. In the theoretical discussions, we dialogue mainly with Conceição Evaristo (2005, 2009), Carla Akotirene (2019), bell hooks (2017), Grada Kilomba (2019) and others authors. The research studios and the researcher's diary were the devices chosen in the construction of data. The results show, above all, that teachers are open and affected to (self) training processes in a collaborative network and they are in gestation movements of anti-racist and anti-sexist pedagogical practices, implementing activities that have been expanding throughout the school year and that need to be systematically supported by the collective. The challenge remains the sustained insertion in the curricula of all areas of knowledge and curriculum components. Este texto apresenta os resultados parciais de pesquisa que toma como objeto de estudo as práticas pedagógicas que tratam sobre relações étnico-raciais e de gênero em uma escola do interior baiano. Objetiva apresentar as principais experiências dos professores/as colaboradores/as sobre suas práticas pedagógicas com as temáticas em questão, bem como as principias implicações no movimento de alteração da realidade observada, experienciada e refletida, narradas na escrevivência da pesquisadora como mulher-negra-professora, que entrecruza vida-pesquisa-formação, no entrelace com a empiria resultante dos dados parciais cultivados em campo. As escolhas teórico-metodológicos valorizam os modos de produção de conhecimento das escritoras e intelectuai