ABSTRACT:
There is evidence and recognition that racism is one of the main causes of the inequalities that impact the health of the black population. Although the National Curriculum Guidelines for Ethnic Relations Education and for the Teaching of Afro-Brazilian and African History and Culture (DCNERER) and the National Policy for the Comprehensive Health of the Black Population (PNSIPN) determine that racism in health should be addressed in the training and continuing education of health workers, opportunities for its practical implementation are still scarce. This is a qualitative study that used documentary analysis and participant observation of the methodologies and results of the Intersectionalities and Traditional Knowledge in Health Work and Training Group, within the scope of the PET Health Equity Programme, which is financed by the Brazilian Ministry of Health. The project is carried out by professors and students from health and social science courses, as well as by preceptors from the Federal District Health Secretariat, for the period from 2024 to 2026. The group structured a space for dialogue and experiences between universities, social movements, and primary care services based on teaching-extension activities and service practices with Afrocentric art and culture. In addition to a Reading Club featuring black female authors, alternating between literary and academic texts, they experienced African-style samba circles; a collective poetry workshop with slam; a workshop on sensory analysis and African cuisine; an encounter with herbs and healers; cinema. Focusing on cultural practices in teaching and learning processes has resulted in activities engaged in knowledge production, mobilisation of emotions, and promotion of the legitimacy of ancestral knowledge of the black population. The effects have been noted both in the production of well-being and appreciation of teams at the Primary Health Care Unit (UBS) and in PET project students, in reflective and critical terms.