Descautivar the Latin American pedagogic thought: (Des)colonization and (Des)patriarchalization from the feminist critique

Detalhes bibliográficos
Autor(a) principal: Moretti, Cheron Zanini
Data de Publicação: 2018
Outros Autores: da Rosa, Graziela Rinaldi
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Brasileira de Educação do Campo
Texto Completo: https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/5398
Resumo: ABSTRACT. In this paper, we propose to develop the ideas of “descautivar”, decolonizing and depatriarchallizing the pedagogy from Latin American theorists feminist, taking them as "sources", which help us (re)create bases epistemological of "us" before the dominant epistemologies. This is a qualitative bibliographic research that was supported by Francesca Gargallo, Luz Maceira Ochoa, Cláudia Korol, Maria Lugones, Marcela Lagarde, among others. Their approximations and dialogues lead us to the understanding of "sorority" and "feminist ethics" as an essential part of a pact of complex relationships in strengthening common experiences of women, especially as to knowing, power and being. In the transformation movement of Popular Education and Pedagogy, we find ways to “descautivar”, decolonize and depatriarcalize these relations, but also as ways to (re)exist and resist in the consubstantiality between race, class and gender.
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spelling Descautivar the Latin American pedagogic thought: (Des)colonization and (Des)patriarchalization from the feminist critiqueDescautivar the Latin American pedagogic thought: (Des)colonization and (Des)patriarchalization from the feminist critiqueDescautivar el pensamiento pedagógico latino americano: (Des)colonización y (Des)patriarcalización a partir de la crítica feministaDescautivar the Latin American pedagogic thought: (Des)colonization and (Des)patriarchalization from the feminist critiqueDescautivar o pensamento pedagógico latino-americano: (Des)colonização e (Des)patriarcalização a partir da crítica feministaABSTRACT. In this paper, we propose to develop the ideas of “descautivar”, decolonizing and depatriarchallizing the pedagogy from Latin American theorists feminist, taking them as "sources", which help us (re)create bases epistemological of "us" before the dominant epistemologies. This is a qualitative bibliographic research that was supported by Francesca Gargallo, Luz Maceira Ochoa, Cláudia Korol, Maria Lugones, Marcela Lagarde, among others. Their approximations and dialogues lead us to the understanding of "sorority" and "feminist ethics" as an essential part of a pact of complex relationships in strengthening common experiences of women, especially as to knowing, power and being. In the transformation movement of Popular Education and Pedagogy, we find ways to “descautivar”, decolonize and depatriarcalize these relations, but also as ways to (re)exist and resist in the consubstantiality between race, class and gender.ABSTRACT. In this paper, we propose to develop the ideas of “descautivar”, decolonizing and depatriarchallizing the pedagogy from Latin American theorists feminist, taking them as "sources", which help us (re)create bases epistemological of "us" before the dominant epistemologies. This is a qualitative bibliographic research that was supported by Francesca Gargallo, Luz Maceira Ochoa, Cláudia Korol, Maria Lugones, Marcela Lagarde, among others. Their approximations and dialogues lead us to the understanding of "sorority" and "feminist ethics" as an essential part of a pact of complex relationships in strengthening common experiences of women, especially as to knowing, power and being. In the transformation movement of Popular Education and Pedagogy, we find ways to “descautivar”, decolonize and depatriarcalize these relations, but also as ways to (re)exist and resist in the consubstantiality between race, class and gender.RESUMEN. En este artículo, nos proponemos desarrollar las ideas de descautivar, descolonizar y despatriarcalizar la pedagogía desde teóricas feministas latinoamericanas tomándolas como "fuentes", las cuales nos ayudan a (re)crear bases epistemológicas de "nosotras" ante las epistemologías dominantes. Se trata de una investigación cualitativa de base bibliográfica que se apoyó en Francesca Gargallo, Luz Maceira Ochoa, Cláudia Korol, Maria Lugones, Marcela Lagarde, entre otras. Sus aproximaciones y diálogos, nos llevan a la comprensión de "sororidad" y de "ética feminista" como parte imprescindible de un pacto de complejas relaciones en el fortalecimiento de experiencias comunes de las mujeres, en especial, en cuanto al saber/conocer, poder y ser. En el movimiento de transformación de la Educación Popular y de la Pedagogía, encontramos caminos para descautivar, descolonizar y despatriarcalizar esas relaciones, pero también como caminos para (re)existir y resistir en la consubstancialidad entre raza, clase y género.ABSTRACT. In this paper, we propose to develop the ideas of “descautivar”, decolonizing and depatriarchallizing the pedagogy from Latin American theorists feminist, taking them as "sources", which help us (re)create bases epistemological of "us" before the dominant epistemologies. This is a qualitative bibliographic research that was supported by Francesca Gargallo, Luz Maceira Ochoa, Cláudia Korol, Maria Lugones, Marcela Lagarde, among others. Their approximations and dialogues lead us to the understanding of "sorority" and "feminist ethics" as an essential part of a pact of complex relationships in strengthening common experiences of women, especially as to knowing, power and being. In the transformation movement of Popular Education and Pedagogy, we find ways to “descautivar”, decolonize and depatriarcalize these relations, but also as ways to (re)exist and resist in the consubstantiality between race, class and gender.Nesse artigo, nos propomos a desenvolver as ideias de descautivar, descolonizar e despatriarcalizar a pedagogia a partir de teóricas feministas latino-americanas tomando-as como “fontes”, as quais nos ajudam a (re)criar bases epistemológicas de “nosotras”, ante as epistemologias dominantes. Trata-se de uma pesquisa qualitativa de cunho bibliográfico que se apoiou em Francesca Gargallo, Luz Maceira Ochoa, Cláudia Korol, Maria Lugones, Marcela Lagarde, entre outras. As suas aproximações e diálogos nos levam à compreensão de “sororidade” e de “ética feminista” como parte imprescindível de um pacto de complexas relações no fortalecimento experiências comuns das mulheres, em especial, quanto ao saber/conhecer, poder e ser. No movimento de transformação da Educação Popular e da Pedagogia, encontramos caminhos para descautivar, descolonizar e despatriarcalizar essas relações, mas também como caminhos para (re)existir e resistir na consubstancialidade entre raça, classe e gênero. Palavras-chave: Descolonização do conhecimento, Despatriarcalização do conhecimento, Epistemologia Feminista, Educação Popular, Pedagogia Latino-americana.   Descautivar the Latin American pedagogic thought: (Des)colonization and (Des)patriarchalization from the feminist critique ABSTRACT. In this paper, we propose to develop the ideas of “descautivar”, decolonizing and depatriarchallizing the pedagogy from Latin American theorists feminist, taking them as "sources", which help us (re)create bases epistemological of "us" before the dominant epistemologies. This is a qualitative bibliographic research that was supported by Francesca Gargallo, Luz Maceira Ochoa, Cláudia Korol, Maria Lugones, Marcela Lagarde, among others. Their approximations and dialogues lead us to the understanding of "sorority" and "feminist ethics" as an essential part of a pact of complex relationships in strengthening common experiences of women, especially as to knowing, power and being. In the transformation movement of Popular Education and Pedagogy, we find ways to “descautivar”, decolonize and depatriarcalize these relations, but also as ways to (re)exist and resist in the consubstantiality between race, class and gender. Keywords: Knowledge Decolonization, Knowledge Depatrialization, Feminist Epistemology, Popular Education, Latin American Pedagogy.   Descautivar el pensamiento pedagógico latino americano: (Des)colonización y (Des)patriarcalización a partir de la crítica feminista RESUMEN. En este artículo, nos proponemos desarrollar las ideas de descautivar, descolonizar y despatriarcalizar la pedagogía desde teóricas feministas latinoamericanas tomándolas como "fuentes", las cuales nos ayudan a (re)crear bases epistemológicas de "nosotras" ante las epistemologías dominantes. Se trata de una investigación cualitativa de base bibliográfica que se apoyó en Francesca Gargallo, Luz Maceira Ochoa, Cláudia Korol, Maria Lugones, Marcela Lagarde, entre otras. Sus aproximaciones y diálogos, nos llevan a la comprensión de "sororidad" y de "ética feminista" como parte imprescindible de un pacto de complejas relaciones en el fortalecimiento de experiencias comunes de las mujeres, en especial, en cuanto al saber/conocer, poder y ser. En el movimiento de transformación de la Educación Popular y de la Pedagogía, encontramos caminos para descautivar, descolonizar y despatriarcalizar esas relaciones, pero también como caminos para (re)existir y resistir en la consubstancialidad entre raza, clase y género. Palabras clave: Descolonización del conocimiento, Despatriarcalización del conocimiento, Epistemología Feminista, Educación Popular, Pedagogía Latinoamericana.Universidade Federal do Tocantins2018-12-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado pelos pares"application/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/539810.20873/uft.2525-4863.2018v3n4p1105Brazilian Journal of Rural Education; Bd. 3 Nr. 4 (2018): Thematic Dossier: Epistemology of "nosotras": women from the countryside, water and forests; 1105-1127Brazilian Journal of Rural Education; Vol. 3 No. 4 (2018): Thematic Dossier: Epistemology of "nosotras": women from the countryside, water and forests; 1105-1127Revista Brasileña de Educación Rural; Vol. 3 Núm. 4 (2018): Thematic Dossier: Epistemology of "nosotras": women from the countryside, water and forests; 1105-1127Brazilian Journal of Rural Education; Vol. 3 No. 4 (2018): Thematic Dossier: Epistemology of "nosotras": women from the countryside, water and forests; 1105-1127Revista Brasileira de Educação do Campo; v. 3 n. 4 (2018): Dossiê: Epistemologia de “nosotras”: mulheres do campo, das águas e das florestas; 1105-11272525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/5398/14543https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/5398/14544Copyright (c) 2018 Revista Brasileira de Educação do Campoinfo:eu-repo/semantics/openAccessMoretti, Cheron Zaninida Rosa, Graziela Rinaldi2018-12-25T20:46:28Zoai:ojs.revista.uft.edu.br:article/5398Revistahttps://sistemas.uft.edu.br/periodicos/index.php/campoPUBhttps://sistemas.uft.edu.br/periodicos/index.php/campo/oaigustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br2525-48632525-4863opendoar:2018-12-25T20:46:28Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false
dc.title.none.fl_str_mv Descautivar the Latin American pedagogic thought: (Des)colonization and (Des)patriarchalization from the feminist critique
Descautivar the Latin American pedagogic thought: (Des)colonization and (Des)patriarchalization from the feminist critique
Descautivar el pensamiento pedagógico latino americano: (Des)colonización y (Des)patriarcalización a partir de la crítica feminista
Descautivar the Latin American pedagogic thought: (Des)colonization and (Des)patriarchalization from the feminist critique
Descautivar o pensamento pedagógico latino-americano: (Des)colonização e (Des)patriarcalização a partir da crítica feminista
title Descautivar the Latin American pedagogic thought: (Des)colonization and (Des)patriarchalization from the feminist critique
spellingShingle Descautivar the Latin American pedagogic thought: (Des)colonization and (Des)patriarchalization from the feminist critique
Moretti, Cheron Zanini
title_short Descautivar the Latin American pedagogic thought: (Des)colonization and (Des)patriarchalization from the feminist critique
title_full Descautivar the Latin American pedagogic thought: (Des)colonization and (Des)patriarchalization from the feminist critique
title_fullStr Descautivar the Latin American pedagogic thought: (Des)colonization and (Des)patriarchalization from the feminist critique
title_full_unstemmed Descautivar the Latin American pedagogic thought: (Des)colonization and (Des)patriarchalization from the feminist critique
title_sort Descautivar the Latin American pedagogic thought: (Des)colonization and (Des)patriarchalization from the feminist critique
author Moretti, Cheron Zanini
author_facet Moretti, Cheron Zanini
da Rosa, Graziela Rinaldi
author_role author
author2 da Rosa, Graziela Rinaldi
author2_role author
dc.contributor.author.fl_str_mv Moretti, Cheron Zanini
da Rosa, Graziela Rinaldi
description ABSTRACT. In this paper, we propose to develop the ideas of “descautivar”, decolonizing and depatriarchallizing the pedagogy from Latin American theorists feminist, taking them as "sources", which help us (re)create bases epistemological of "us" before the dominant epistemologies. This is a qualitative bibliographic research that was supported by Francesca Gargallo, Luz Maceira Ochoa, Cláudia Korol, Maria Lugones, Marcela Lagarde, among others. Their approximations and dialogues lead us to the understanding of "sorority" and "feminist ethics" as an essential part of a pact of complex relationships in strengthening common experiences of women, especially as to knowing, power and being. In the transformation movement of Popular Education and Pedagogy, we find ways to “descautivar”, decolonize and depatriarcalize these relations, but also as ways to (re)exist and resist in the consubstantiality between race, class and gender.
publishDate 2018
dc.date.none.fl_str_mv 2018-12-23
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info:eu-repo/semantics/publishedVersion
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dc.identifier.uri.fl_str_mv https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/5398
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url https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/5398
identifier_str_mv 10.20873/uft.2525-4863.2018v3n4p1105
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/5398/14543
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/5398/14544
dc.rights.driver.fl_str_mv Copyright (c) 2018 Revista Brasileira de Educação do Campo
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Revista Brasileira de Educação do Campo
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade Federal do Tocantins
publisher.none.fl_str_mv Universidade Federal do Tocantins
dc.source.none.fl_str_mv Brazilian Journal of Rural Education; Bd. 3 Nr. 4 (2018): Thematic Dossier: Epistemology of "nosotras": women from the countryside, water and forests; 1105-1127
Brazilian Journal of Rural Education; Vol. 3 No. 4 (2018): Thematic Dossier: Epistemology of "nosotras": women from the countryside, water and forests; 1105-1127
Revista Brasileña de Educación Rural; Vol. 3 Núm. 4 (2018): Thematic Dossier: Epistemology of "nosotras": women from the countryside, water and forests; 1105-1127
Brazilian Journal of Rural Education; Vol. 3 No. 4 (2018): Thematic Dossier: Epistemology of "nosotras": women from the countryside, water and forests; 1105-1127
Revista Brasileira de Educação do Campo; v. 3 n. 4 (2018): Dossiê: Epistemologia de “nosotras”: mulheres do campo, das águas e das florestas; 1105-1127
2525-4863
reponame:Revista Brasileira de Educação do Campo
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reponame_str Revista Brasileira de Educação do Campo
collection Revista Brasileira de Educação do Campo
repository.name.fl_str_mv Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)
repository.mail.fl_str_mv gustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br
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