References
- Alves, J. A. (2014). From necropolis to blackpolis: Necropolitical governance and black spatial praxis in São Paulo, Brazil. Antipode, 46(2), 323–339. https://doi.org/10.1111/anti.12055
- Anzaldúa, G. (1987). Borderlands: La frontera (Vol. 3). Aunt Lute.
- Azevedo, C. M. M. (1987). Onda negra, medo branco: O Negro no imaginário das elites–século XIX (Vol. 6). Annablume.
- Breault, R. A. (2016). Emerging issues in duoethnography. International Journal of Qualitative Studies in Education, 29(6), 777–794. https://doi.org/10.1080/09518398.2016.1162866
- Carneiro, S. (2015). Racismo, sexismo e desigualdade no Brasil. Selo Negro.
- Casa Fluminense. (2020). Mapa da Desigualdade. Rio de Janeiro.
- Chakrabarty, D. (2009). Provincializing Europe. Princeton University Press.
- Fanon, F. (1968). The wretched of the earth: The handbook for the black revolution that is changing the shape of the world. Grove Press.
- Fanon, F. (1970). Black skin, white masks. Paladin.
- Ferreira, A. (2019). Social identities of black females in English language textbooks used In Brazil and Cameroon: Intersectionalities of race, gender, social class and critical racial literacy. Revista X, 14(4), 20–40. https://doi.org/10.5380/rvx.v14i4.66191
- Franco, M. (2018). After the take-over: Mobilizing the political creativity of Brazil’s favelas. New Left Review, 110 (Mar/Apr) , 135–140. https://newleftreview.org/issues/ii110/articles/marielle-franco-after-the-take-over.
- Gomes, N. L. (2019). O movimento Negro educador: Saberes construídos nas lutas por emancipação. Editora Vozes Limitada.
- Grosfoguel, R. (2006). World-systems analysis in the context of transmodernity, border thinking, and global coloniality. Review (Fernand Braudel Center) 29 (2) , 167–187. https://www.jstor.org/stable/40241659.
- Guerreiro Ramos, A. (1954). O problema do Negro na sociologia brasileira. Cadernos do Nosso Tempo, 2. (jan./jun).
- Jorge, M. (2012). Critical literacy, foreign language teaching and the education about race relations in Brazil. The Latin Americanist, 56(4), 79–90. https://doi.org/10.1111/j.1557-203X.2012.01178.x
- Krenak, A. (2019). Ideias para adiar o fim do mundo. Companhia das Letras.
- Lopes, A. C., Silva, D. N., Facina, A., Calazans, R., & Tavares, J. (2018). Letramentos de Sobrevivência: Costurando Vozes e Histórias. Revista Da Associação Brasileira de Pesquisadores/as Negros/as (ABPN), 10, 678–703. https://abpnrevista.org.br/index.php/site/article/view/560.
- Mariani, D., Roncolato, M., Ducroquet, S., & Tonglet, A. (2015). O que o mapa racial do Brasil revela sobre a segregação no país. Nexo. https://www.nexojornal.com.br/especial/2015/12/16/O-que-o-mapa-racial-do-Brasil-revela-sobre-a-segrega%C3%A7%C3%A3o-no-pa%C3%ADs
- Melo, G. (2015). O lugar da raça na sala de aula de inglês. Revista Da Associação Brasileira de Pesquisadores/as Negros/as (ABPN), 7(17), 65–81 https://abpnrevista.org.br/index.php/site/article/view/72.
- Mignolo, W. (2012). Local histories/global designs. Princeton University Press.
- Munanga, K. (2015). Por que ensinar a história da África e do Negro no Brasil de hoje? Revista Do Instituto de Estudos Brasileiros 62 , ((Dec)), 20–31. https://doi.org/10.11606/.2316-901X.v0i62p20-31
- Nascimento, G., & Windle, J. (2020). The nexus of race and class in ELT: From interaction orders to orders of being. Applied Linguistics 42 (3) 473–491. https://doi.org/10.1093/applin/amaa031 .
- Ndimande, B. S. (2015). Pedagogy of the periphery: A letter to Paulo Freire. In S. Nieto (Ed.), Dear Paulo: Letters from those who dare teach. Routledge 166–171 .
- Norris, J Given, L. M. (ed) . (2008). Duoethnography. The SAGE Encyclopedia of Qualitative Research Methods, 1, 233–236.
- Quijano, A. (2007). Coloniality and modernity/rationality. Cultural Studies, 21(2–3), 168–178. https://doi.org/10.1080/09502380601164353
- Rodrigues, M. (2020). RJ tem maior número de mortes por policiais em 22 anos; e o 2º menor índice de homicídios já registrado pelo ISP. G1 Notícias. https://g1.globo.com/rj/rio-de-janeiro/noticia/2020/06/22/rj-tem-maior-numero-de-mortes-por-policiais-em-22-anos-e-o-2o-menor-indice-de-homicidios-ja-registrado-pelo-isp.ghtml
- Rodrigues, M., & Santos, G. (2020). Batalhão da PM em São Gonçalo, RJ, é líder no número de mortes causadas por policiais desde 2018. G1. https://g1.globo.com/rj/rio-de-janeiro/noticia/2020/12/18/batalhao-da-pm-em-sao-goncalo-rj-e-lider-no-numero-de-mortes-causadas-por-policiais-desde-2018.ghtml
- Roodt, D. (1992). Sarafina. Hollywood Pictures/Miramax Films/BBC.
- Silva, P. (2011). Education on ethnic-racial relations from the perspective of Afrodescendants: Agenda for knowledge production. Interamerican Journal of Educational Research, 4(1), 63–86. https://scholarworks.iu.edu/journals/index.php/ried/article/view/1962.
- Sousa Santos, B. (2007). Beyond abyssal thinking: From global lines to ecologies of knowledges. Review (Fernand Braudel Center) 30 (1) , 45–89. https://www.jstor.org/stable/40241677.
- Walsh, C. (2015). Decolonial pedagogies walking and asking. Notes to Paulo Freire from AbyaYala. International Journal of Lifelong Education, 34(1), 9–21. https://doi.org/10.1080/02601370.2014.991522
- Walsh, C. (2018). On decolonial dangers, decolonial cracks, and decolonial pedagogies rising. In M. Mignolo & C. Walsh (Eds.), On decoloniality: Concepts, analytics, praxis (pp. 81–98). Duke University Press.
- Windle, J., Souza, A. L. S., Silva, D. D. N., Zaidan, J. M., Maia, J. D. O., Muniz, K., & Lorenso, S. (2020). Towards a transperipheral paradigm: an agenda for socially engaged research. Trabalhos em Linguística Aplicada, 59, 1563–1576.