O FEMINISM AS PEDAGOGY AND INFLECTIONS ON THE IDEA OF CITIZENSHIP

Abstract

This article intends to contribute to the discussion proposed in the Dossier “Gênero, educação para cidadania e infâncias” based on the preposition of Feminism as Pedagogy. It is understood that feminism constitutes a fertile theoretical-pragmatic field for thinking about gender and childhood education, above all, in an antisexist, antiracist education with guidelines that prioritize equality, social justice, and the promotion of egalitarian citizenship. The article is organized in three sections; the first presents a kind of genealogy of feminisms, locating their debates and demands to place them as a field from which gender studies derive; the second session presents how feminisms questioned the modern and masculine narrative of citizenship, enhancing the proposition that feminisms can be constituted as a Pedagogy in favor of egalitarian citizenship; the third session critically analyzes Pedagogy, considering the Brazilian reality, and how it was constituted on androcentric and eurocentric bases, not corresponding to the reality of our Brazilian children, and on the other hand, it is suggested that the basis for an inflection of this field is in the feminisms. Feminism as pedagogy emerges, therefore, as a theoretical inflection, but also as a dream and a claim, believing that through it we can build a new Pedagogy for childhood that guarantees to the children, among other dimensions, an education in favor of guaranteeing their rights, including equal citizenship.