The purpose of the action research presented here was to promote an Exurian praxis as a teaching methodology, which occurred through a teacher training course, entitled “Pedagogy of Ancestrality and Terreiro: anti-racist, decolonial practices and viability of Law 10.639”. Developed within the scope of the Master in Teaching and Ethnic-Racial Relations (PPGER / UFSB), the idea of the course involved the participation of educational staff in order to collaborate for the decolonization and blackening of the curriculum. The methodology used in the course was crossed by categories such as ancestry, memory, belonging, orality and mythology. The activities took place with conversation circles, films and debates, cooking and dance workshops, field classes in candomblé terreiros and recitation of Orixá mythology, in addition to discussion of relevant texts. The fruits generated from this course and the intellectual work developed during the Master's are two final artifacts: a memorial reporting my professional, academic and pedagogical trajectory and the documentary “Igbábò”, which bring footage of the course. Elaborated with the intention of serving as didactic material for schools and universities, especially for the training of teachers, “Igbábò” can be used as a tool for decolonial thinking, for a liberating praxis and to inspire viewers and future researchers. Igbábò is a study resulting from collaborative action, which is consistent with a decolonial and resistance thinking, therefore it proposes ruptures in hegemonic construction of knowledge, it erodes hierarchically Eurocentric power relations, leaves space for Terreiro's knowledge and puts on an exurian praxis for the education. With a view to a multi-epistemic crossroads, Igbábò (the memorial and the documentary) deals with the reverse, that is, he is interested in an Education that walks in an inverted direction and is anchored in the spiral movement of Exu. Its twists in movement and harmony goes from chaos, blackening the thought and the relationship between knowledge and school power. Keywords: Igbábò; Terreiro pedagogy; Exurian praxis; Decoloniality