Resumo

ENRICO, Juliana  e  CASTRO, Alejandra. Gender, Feminisms and Border Pedagogies: Critical Contributions to the Educational Space. Pedagogía y Saberes [online]. 2021, n.54, pp.155-170.  Epub 06-Fev-2022. ISSN 0121-2494.  https://doi.org/10.17227/pys.num54-10636.

As it has been conceptualized for decades by the so-called critical and border pedagogies, and in dialogue with freirean pedagogical practices and with the field of Latin-American pedagogical alternatives, the educational space is permeated by multiple and varied cultural elements that transform the hegemonic logics that pierce through long historical processes. In this context, gender studies and feminisms, together with critical pedagogies, and subaltern and translation studies, make visible a multiplicity of processes, subjects, languages, territories, communities, knowledge, conflicts, and identities (in struggles over recognition from the hegemonic cultural matrixes and their linguistic, pedagogic, economic, racial, cultural, sexual and generic universalizing principles). These critical discourses and political identities intervene in the epistemological and epistemic logics of life, cutting across the borders of patriarchal, capitalist and colonial matrixes (with disruptive incidence in academic and social spaces, from North to South]. In this work we will reflect upon the contributions of these spaces and critical theories not only to the large transdisciplinary field of education but also to our antagonist politics as democratic communities in the contemporary world, from our "from the south" condition.

Palavras-chave : border pedagogies; education; educational-cultural space; feminisms; gender.

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