FEMINIST EDUCATIONAL PRACTICES IN THE FORMATION OF BRAZILIAN EDUCATION

Abstract

Regarding the history of Brazilian education, some gaps are evidenced, among them, the role of women in the construction and deconstruction of the training process, which consequently served as motivation for the writing of this article, taking into account that since the earliest times some stereotypes have fallen on women, thus causing them to be placed on the margins of society in different ways. As a result, this article aims to present discussions about feminist educational practices in the formation of Brazilian education, and for this, it relies on bibliographic research, as it seeks to highlight the presence of two women, the poet and educator Cecília Meireles with her works published in newspapers, magazines and books and the researcher and educator Aparecida Joly Gouveia with her research published in books and notebooks. Thus, we seek to relate to feminist studies and theories in the light of authors such as Angela Davis (1944), Bell Hooks (2017 - 2019), Michelle Perrot (2007), and Margareth Rago (1998), as well as establish this dialogue with other theorists such as Marta Araújo (2001), Bhabha (1998), Lôbo (2010) and Niskier (2003). We hope that this article to reverberate the appearance of these women as contributors in the formation of Brazilian education so that it will open the way for studies that highlight the feminine force as a mechanism of creation and resistance.