Racial literacy as a critical educational proposal in nursing: a reflection

Abstract

Introduction: This reflection article examines racial literacy (RL) as an educational tool to address ethnoracial inequalities in health care. Although the Black population is broadly represented within the Unified Health System, professional education still privileges hegemonic models that disregard ethnoracial diversity. In this context, Nursing emerges as a strategic field in promoting equity, particularly through continuing education. The aim is to critically discuss RL through the lens of bell hooks’ engaged pedagogy, highlighting its possibilities and challenges. Development: Drawing on bell hooks’ engaged pedagogy and decolonial frameworks, a four-dimensional educational pathway is proposed: i) Afro-centered theoretical foundation; ii) presentation of evidence; iii) conceptual deepening; and iv) implementation of concrete practices. The nurse’s role is emphasized as an articulator of knowledge and a promoter of critical, antiracist educational actions in the daily practice of interprofessional teams. Conclusion: Integrating RL into continuing health education requires political intentionality, ethical commitment, and an intersectional approach. By embracing this leading role, Nursing strengthens its identity as a social practice committed to transforming care relationships and fostering more equitable and inclusive institutional environments.