Feminist Teaching: In times of conservatism, disobeying to transform
Autor(a) principal: | |
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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 |
Resumo: | 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. |
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Feminist Teaching: In times of conservatism, disobeying to transformTrabajo Docente Feminista: En tiempos de conservadurismo, desobedecer para transformarDesobedecer para transformar: trabalho docente feminista em tempos de conservadorismoEducaçãoTrabalho Docente FeministaConservadorismoEducaciónTrabajo Docente FeministaConservadurismoEducationFeminist TeachingConservatismAs 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.Como parte de una investigación más amplia aún en curso, este artículo aborda la práctica feminista necesaria, creativa y transformadora que ha sido desarrollada por docentes de educación básica brasileña. Ante una crisis política, social y pedagógica, que se compone de un escenario digital pospandemia y de una fuerte ola conservadora (LIMA; HYPOLITO, 2019), hay docentes emprendiendo iniciativas de resistencia, para responder a los ataques y desafíos que ha enfrentado la categoría. Utilizando referencias de los estudios críticos de la educación (APPLE; AU; GANDIN, 2011) y feminismos (hooks, 2019), y la herramienta teórico-metodológica del Análisis Relacional (APPLE, 1999), se analisa la práctica de une docente de una red estatal de educación del interior de Sao Paulo. Su práctica, aparentemente simple – una especie de evaluación diagnóstica/dinámica de la integración –, desobedece la norma hegemónica de la educación y la sociedad tradicionales, de manera más amplia. En ella se observaron elementos feministas, como la constitución de comunidades de aprendizaje; la inversión de la hegemonía, centralizando las experiencias de los grupos vulnerables en el proceso educativo; la participación respetuosa y comprometida de profesores y estudiantes; la legitimación de identidades disidentes, distintas a la hegemónica; y compromiso colectivo para combatir las desigualdades resultantes de los prejuicios.O presente artigo, recorte de uma pesquisa mais abrangente ainda em andamento, aborda a necessária, criativa e transformadora prática feminista desenvolvida por docentes da educação básica brasileira. Diante de uma crise política, societária e pedagógica, num cenário pós-pandêmico, digital e de uma forte onda conservadora, há iniciativas de resistência respondendo aos ataques e desafios que a categoria enfrenta. Através de referenciais dos estudos educacionais críticos, dos feminismos e da ferramenta teórico-metodológica da Análise Relacional, faz-se a análise da prática de avaliação diagnóstica/dinâmica de integração de ume professore da rede estadual de ensino no interior de São Paulo. Essa prática aparentemente simples desobedece à norma hegemônica da educação tradicional e da sociedade. Nela foram observados elementos feministas, como constituição de comunidades de aprendizagem; inversão da hegemonia, centralizando no processo educativo experiências de grupos vulnerabilizados; envolvimento respeitoso e engajado de docente e discentes; legitimação de identidades dissidentes; e comprometimento coletivo com o combate às desigualdades decorrentes do preconceito.CNTE2022-12-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://retratosdaescola.emnuvens.com.br/rde/article/view/165510.22420/rde.v16i36.1655Retratos da Escola; v. 16 n. 36 (2022): Cidades que educam e se educam; 853-8722238-439110.22420/rde.v16i36reponame:Retratos da Escola (Online)instname:Confederação Nacional dos Trabalhadores em Educação (CNTE)instacron:CNTEporhttps://retratosdaescola.emnuvens.com.br/rde/article/view/1655/1140Dalmaso-Junqueira, Brunainfo:eu-repo/semantics/openAccess2023-01-30T18:24:48Zoai:ojs.emnuvens.com.br:article/1655Revistahttps://retratosdaescola.emnuvens.com.br/rdeONGhttps://retratosdaescola.emnuvens.com.br/rde/oailscheibe@uol.com.br || rde.esforce.cnte@gmail.com2238-43911982-131Xopendoar:2023-01-30T18:24:48Retratos da Escola (Online) - Confederação Nacional dos Trabalhadores em Educação (CNTE)false |
dc.title.none.fl_str_mv |
Feminist Teaching: In times of conservatism, disobeying to transform Trabajo Docente Feminista: En tiempos de conservadurismo, desobedecer para transformar Desobedecer para transformar: trabalho docente feminista em tempos de conservadorismo |
title |
Feminist Teaching: In times of conservatism, disobeying to transform |
spellingShingle |
Feminist Teaching: In times of conservatism, disobeying to transform Dalmaso-Junqueira, Bruna Educação Trabalho Docente Feminista Conservadorismo Educación Trabajo Docente Feminista Conservadurismo Education Feminist Teaching Conservatism |
title_short |
Feminist Teaching: In times of conservatism, disobeying to transform |
title_full |
Feminist Teaching: In times of conservatism, disobeying to transform |
title_fullStr |
Feminist Teaching: In times of conservatism, disobeying to transform |
title_full_unstemmed |
Feminist Teaching: In times of conservatism, disobeying to transform |
title_sort |
Feminist Teaching: In times of conservatism, disobeying to transform |
author |
Dalmaso-Junqueira, Bruna |
author_facet |
Dalmaso-Junqueira, Bruna |
author_role |
author |
dc.contributor.author.fl_str_mv |
Dalmaso-Junqueira, Bruna |
dc.subject.por.fl_str_mv |
Educação Trabalho Docente Feminista Conservadorismo Educación Trabajo Docente Feminista Conservadurismo Education Feminist Teaching Conservatism |
topic |
Educação Trabalho Docente Feminista Conservadorismo Educación Trabajo Docente Feminista Conservadurismo Education Feminist Teaching Conservatism |
description |
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. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-12-22 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://retratosdaescola.emnuvens.com.br/rde/article/view/1655 10.22420/rde.v16i36.1655 |
url |
https://retratosdaescola.emnuvens.com.br/rde/article/view/1655 |
identifier_str_mv |
10.22420/rde.v16i36.1655 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://retratosdaescola.emnuvens.com.br/rde/article/view/1655/1140 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
CNTE |
publisher.none.fl_str_mv |
CNTE |
dc.source.none.fl_str_mv |
Retratos da Escola; v. 16 n. 36 (2022): Cidades que educam e se educam; 853-872 2238-4391 10.22420/rde.v16i36 reponame:Retratos da Escola (Online) instname:Confederação Nacional dos Trabalhadores em Educação (CNTE) instacron:CNTE |
instname_str |
Confederação Nacional dos Trabalhadores em Educação (CNTE) |
instacron_str |
CNTE |
institution |
CNTE |
reponame_str |
Retratos da Escola (Online) |
collection |
Retratos da Escola (Online) |
repository.name.fl_str_mv |
Retratos da Escola (Online) - Confederação Nacional dos Trabalhadores em Educação (CNTE) |
repository.mail.fl_str_mv |
lscheibe@uol.com.br || rde.esforce.cnte@gmail.com |
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1793890340535533568 |