2026-10-052026-10-052026MIRANDA, Leonardo Augusto Trindade de. Educação popular, juventudes e interseccionalidade na Amazônia: reflexões sobre as práticas educativas no cursinho popular Marielle Franco da rede Emancipa Belém. Orientador: Lucélia de Moraes Braga Bassalo. 2026. 157 f. Dissertação (Mestrado em Educação) - Centro de Ciências Sociais e Educação, Universidade do Estado do Pará, Belém, 2026.https://portaldaposgraduacao.uepa.br/handle/riuepa/317AbertoEnsino - AprendizagemEducação popularDecolonialidadeAmazônia urbanaRede Emancipa BelémTeaching and LearningPopular educationdecolonialityUrban AmazonEmancipa Network in BelémDissertaçãoCiências Humanas::EducaçãoCiências Humanas::Educação::Planejamento e Avaliação Educacional::Política EducacionalEducação popularThis dissertation investigates the educational practices developed at the Marielle Franco Popular Preparatory Course in Belém, Pará, Brazil. Its central objective is to analyze how educational practices and educators’ formative processes are constituted through the articulation of popular education, youth, and intersectionality, considering social markers such as race, class, gender, and territory. The study focuses on popular educators working at the preparatory course, understanding them as young people whose trajectories are shaped by structural inequalities and, simultaneously, by experiences of political and pedagogical engagement. Popular education is understood as a space for the critical formation of youth from peripheral communities, in which intersectionality serves as an analytical lens for understanding the multiple forms of oppression and resistance that shape educational work. The theoretical framework brings together Freirean popular education, contributions from the Modernity/Coloniality group, and intersectionality, critically examining the coloniality of knowledge, power, and being. Methodologically, the research adopts a qualitative, decolonial approach grounded in Undisciplined Methodology and Alternative Conversation as ethical and affective practices of dialogue with participating educators. Data production and analysis encompass a mapping of academic research on popular education conducted within the Graduate Programs in Education at the State University of Pará (UEPA) and the Federal University of Pará (UFPA), as well as a documentary analysis of the trajectory of the Emancipa Network in Belém since 2011. The findings demonstrate that the educational practices developed at the preparatory course combine preparation for the Brazilian National High School Examination (ENEM) with political education, taking the form of initiatives that critically interrogate social inequalities through markers such as race, class, gender, and territory within the Amazonian context. The study concludes that the Marielle Franco Popular Preparatory Course constitutes an insurgent educational territory that combines political formation with efforts to confront structural inequalities, in which popular education is enacted as a practice of (re)existence and the construction of epistemic justice in the margins of the Amazon.PPGED - Formação de professores e práticas pedagógicas