Abstract
Focusing on the dialogue between cyberfeminisms and education, through an intersectional perspective, this study combines the work of feminist authors such as Haraway (1991), DeLaurentis (2004), hooks (2013), Crenshaw (1991), and Butler (2011) with others recent works to address the following question: How do cyberfeminist Instagram profiles contribute to intersectional education for gender equality? To answer that, we analysed the profiles @coletivoandorinha, @feministasemmovimento and @feministas.pt between 2021 and 2023, using a qualitative method (Minayo, 2015), with semi-structured interviews to: 1. understand the strategies of the cyberfeminist profiles; 2. identify gender and race differences in the construction of cyberfeminist discourses; 3. identify the main challenges in translating cyberfeminist content into school vocabulary. Results show may enable understanding of how intersectionality is verifiable in cyberfeminist discourses, and how contents may prove adequate for educational purposes.
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