Feminist Teaching: In times of conservatism, disobeying to transform

• Autor(a) principal: Dalmaso-Junqueira, Bruna
• Data de Publicação: 2022
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Retratos da Escola (Online)
• Texto Completo: https://retratosdaescola.emnuvens.com.br/rde/article/view/1655
• topic: Educação; Trabalho Docente Feminista; Conservadorismo; Educación; Trabajo Docente Feminista; Conservadurismo; Education; Feminist Teaching; Conservatism

As part of a broader research still in progress, this article addresses the necessary, creative and transformative feminist practice that has been developed by Brazilian basic education teachers. Faced with a political, societal and pedagogical crisis, which is composed of a post-pandemic, digital scenario and a strong conservative wave (LIMA; HYPOLITO, 2019), there are teachers undertaking resistance initiatives, in order to respond to the attacks and challenges that the category has faced. Using references from critical educational studies (APPLE; AU; GANDIN, 2011) and feminisms (hooks, 2019), and the theoretical-methodological tool of Relational Analysis (1999), I analyze the practice of a teacher of a state education system in the interior of São Paulo. Their practice, which is an apparently simple one – a kind of diagnostic evaluation / integration dynamics –, disobeys the hegemonic norm of traditional education and society, in a broader way. In it, feminist elements were observed, such as the constitution of learning communities; the inversion of hegemony, centralizing the experiences of vulnerable groups in the educational process; the respectful and engaged involvement of teacher and students; the legitimation of dissident identities, different from the hegemonic; and collective commitment to combating inequalities resulting from prejudice.