Southern Feminisms
This article is a development of the doctoral thesis "Feminisms in the South: Possibilities and challenges for teacher education and Science Education". It analyzes how Science Education perpetuates hegemonic patterns and highlights the importance of modifying them. Using the action resear...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Estadual de Maringá (UEM) |
| Repositorio: | Vitruvian Cogitationes |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.uem.br/ojs:article/71736 |
| Acceso en línea: | https://periodicos.uem.br/vitruvian/index.php/revisvitruscogitationes/article/view/71736 |
| Access Level: | acceso abierto |
| Palabra clave: | Ciência Ensino de Ciências feminismo interseccionalidade decolonialidade Ciencia Enseí±anza de las Ciencias interseccionalidad decolonialidad Science Science Education feminism intersectionality decoloniality |
| Sumario: | This article is a development of the doctoral thesis "Feminisms in the South: Possibilities and challenges for teacher education and Science Education". It analyzes how Science Education perpetuates hegemonic patterns and highlights the importance of modifying them. Using the action research approach in a Gender in Science Teacher Education course, the study examines discussions to identify counter-hegemonic perspectives. A possible approach based on Global South feminisms is highlighted, which not only promote gender equality but also combat other forms of oppression. The results emphasize the need for a feminist, intersectional, and decolonial approach in teacher education to address social and educational challenges, and the importance of addressing socioeconomic inequalities, gender identities, and sexuality to create inclusive and safe school environments. Classroom discussions challenged established patterns, stimulating reflections on patriarchy, sexism, and gender violence. |
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