This paper aims to present the initial course of the teacher training process with an anti-racist focus and for gender equality in the pandemic context. It starts from the field research with the Municipal School Levy de Azevedo Sodré, in Campo Limpo, São Paulo, which began even before the pandemic, a context that brought implications for all school actors and affected teachers and students in pedagogical, social, economic and psychological aspects. In this context, the objective has been to promote spaces built with teachers in the realization of shared teaching in the perspective of an antiracist and emancipatory education. We hope that this work can contribute to the understanding of intersecting oppressions and their possible implications on pedagogical practice. Keywords: shared teachings; discrimination; teacher education; intersectionality; racism.Este trabalho visa apresentar o percurso inicial do processo de formação de professores com foco antirracista e para a igualdade de gênero no contexto pandêmico. Parte-se da pesquisa de campo com a Escola Municipal Levy de Azevedo Sodré, no Campo Limpo, São Paulo, que teve início ainda antes da pandemia, contexto que trouxe implicações para todos os atores escolares e afetou professores e estudantes em aspectos pedagógicos, sociais, econômicos e psicológicos. Nesse âmbito, o objetivo tem sido promover espaços construídos com os professores na realização das docências compartilhadas na perspectiva de uma educação antirracista e emancipatória. Esperamos que o trabalho possa contribuir para o entendimento das opressões intersecionadas e suas possíveis implicações no fazer pedagógico. Palavras-chave: docências compartilhadas; discriminação; formação de professores; interseccionalidade; racismo.This paper aims to present the initial course of the teacher training process with an anti-racist focus and for gender equality in the pandemic context. It starts from the field research with the Municipal School Levy de Azevedo Sodré, in Campo Limpo, São Paulo, which began even before the pandemic, a context that brought implications for all school actors and affected teachers and students in pedagogical, social, economic and psychological aspects. In this context, the objective has been to promote spaces built with teachers in the realization of shared teaching in the perspective of an antiracist and emancipatory education. We hope that this work can contribute to the understanding of intersecting oppressions and their possible implications on pedagogical practice. Keywords: shared teachings; discrimination; teacher education; intersectionality; racism.