Feminist Teaching: In times of conservatism, disobeying to transform

Detalhes bibliográficos
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
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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spelling 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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