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Abstract
This article is part of a master’s dissertation that aims to discuss the presence of women in the production of scientific knowledge in elementary education textbooks and offers dialogue with the current political scenario marked by intolerance, violence and prejudice against individuals who differ from the European hegemonic standard white, heterosexual, christian and middle class male, especially women. We present considerations and (re)checking of the theme from the decolonial epistemological framework, which constitutes of discussion methods and unfinished trials in a process of elucidating contributions and the participation of women in science, culture and education. Recebido em: 13/01/2020Aprovado em: 22/01/2020
Highlights
This article is part of a master’s dissertation that aims to discuss the presence of women in the production of scientific knowledge in elementary education textbooks and offers dialogue with the current political scenario marked by intolerance, violence and prejudice against individuals who differ from the European hegemonic standard white, heterosexual, christian and middle class male, especially women
We present considerations andchecking of the theme from the decolonial epistemological framework, which constitutes of discussion methods and unfinished trials in a process of elucidating contributions and the participation of women in science, culture and education
Embora o pensar de forma descolonial proponha-se a superar estigmatizados modos demarcados pelo colonial e pela maneira moderna de entender conhecimento e saberes, ainda não estamos completamente libertos dele: Até quando não podemos escapar da dependência das concessões ocidentais, mas sim podemos preservar e cultivar uma certa liberdade e auto reflexão, uma rejeição consciente do ego-política de conhecimento dominante, e intenta construir uma geo-política, uma política do corpo de um novo de pensamento de fronteira que pode nos ajudar a elaborar outra dinâmica de ação, uma linguagem transcultural que estaria ligada às relações simétricas e dialógicas entre as culturas e epistemologia ocidentais e também aquelas que não são
Summary
O debate sobre a temática gênero na escola pode apresentar-se como possibilidades outras, que dizem respeito a uma prática intencional de professores/as preocupados/ as com conhecimentos/saberes, com a formação integral e não necessariamente com as complexidades do tema.
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