Popular education and feminist studies: contributions to the inclusive language

• Autor(a) principal: Castro, Amanda Motta
• Data de Publicação: 2018
• Outros Autores: De La Paz, Nivia Ivette Núñez
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de educação popular (Online)
• Texto Completo: https://seer.ufu.br/index.php/reveducpop/article/view/41189
• topic: Educação Popular; Estudos Feministas; Linguagem Inclusiva; Gênero; Popular Education; Feminist Studies; Inclusive Language; Gender

This text main objective is to discuss Paulo Freire’s contributions to the use of inclusive language. In 1964,Freire wrote his main work: Pedagogia do oprimido. The publication of Freire’s work changed the educationmotto and opened debates about a popular and political education. However, in this work, an important subject went unnoticed by the author: the use of inclusive language. The book received several critics due towomen absence, mainly from American feminist groups. Two decades later, Freire wrote Pedagogia da Esperança: Um reencontro com a pedagogia do oprimido, published in 1992. In this work, Freire could have ignored and forgotten the feminist criticisms, but he didn’t. Instead, he referred to the inclusive language place importance, asserting the need of language rework. On this basis, Freire began to write using the inclusive language. With Freire’s movement to rethink language, he contributed to feminist studies which have long been affirming the importance of including women in both written and oral language.