Descentrando a teoria hegemónica de género: Implicações para a pesquisa educacional
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Resumo
O conhecimento reunido e revisto no campo dos estudos de género tem sido globalmente disseminado ao longo do século XX, mas tem dedicado relativamente pouca atenção aos contextos e significados que emergiram simultaneamente noutras regiões do mundo. O aparecimento de agendas globais de igualdade em educação, associadas a novos quadros e medidas para o crescimento nacional, oferece uma oportunidade única de reunir as diversas perspetivas acerca das questões de género. Este artigo compara, por um lado, as teorias de educação de género da Europa Ocidental e da América do Norte e, por outro, as teorias oriundas do continente africano e do Sul da Ásia. Analisam-se as principais contribuições de autoras do Sul – duas de África e duas da Ásia do Sul – através de quatro temas levantados: a categoria da «mulher do terceiro mundo» e, por implicação, da «rapariga»; a alteridade da maternidade; o sexo/género do corpo; e a consequência da deslocalização nos posicionamentos académicos. Indica-se uma nova agenda de investigação feminista, a qual visa reduzir dicotomias, aumentar pesquisas biculturais e reexaminar a função da posicionalidade no campo da investigação em educação de género.
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Secção
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