Meninas e meninos de papel: pedagogia feminista e letramento crítico na promoção da igualdade de gênero na escola

Abstract

This research problematizes the relations of gender and power at school, from the diagnosis obtained by the analysis of the inequalities and gender violence in a 9th grade class of public elementary school in the state of Rio de Janeiro. Through socially critical research-action (TRIPP, 2005; OLIVEIRA, 2019), I conducted a scientific investigation with an interpretive, participatory and emancipatory approach, in which teacher and students interact in the observed context. As a proposal to face the problem, pedagogical actions were developed with literature and other languages. I propose as a theoretical contribution an articulation between the feminist episteme (RAGO, 2018; SAFFIOTI, 2015; GONZALES, 2019) and critical pedagogies – which seek awareness and student engagement in the struggle for social justice (FREIRE, 2018; HOOKS, 2018a) – in favor of promoting gender equality in school. Critical Literacy (FREIRE, 2015; JANKS, 2016) appears as an alternative to problematize the unequal relations of access and power that emerge from this tension providing everyone of the necessary resources to collectively build a more democratic environment, with empathy, solidarity, equity and respect for differences.