Anti-racists Practices of Teacher Education: Epistemological Breakup and Subjectivities Production in Student Academic Discourses

Abstract In view of the social relevance of producing knowledges in research and teacher education to an anti-racist society, we propose, in this article, a discursive analysis of academic texts produced by students of a lato sensu Postgraduate course on Ethnic-Racial Relations and Education, aiming to observe production methods of subjectivities which indexicalize epistemological ruptures in utterances using language marks of person. In order to this, we problematize the demand construction of research in Applied Linguistics and, from the enunciative based Discourse Analysis and the ethnic-racial relations studies, we analyze utterances of the introductions of monographic works. The analysis point to production processes of subjectivities in which researcher subject establishes a implication relationship with the construction of their research, mediated by their interpretation of world, experiences, social and professional relations, contributing to the construction of new epistemologies that may reflect micropolitically in the decolonisation of academic spaces.