A Alexandria feminina – um caminho entre as cinzas na Sociologia: o androcentrismo e o eurocentrismo na formação do currículo escolar.

Abstract

The purpose of this paper is to reflect on and critically analyze the curriculum, which is full of androcentrism and Eurocentrism and raises questions such as: is what we know exactly what we have been told? What would society be without its history and memories? What would become of the memory and history of black, white and brown women if they were not written by themselves, but by their oppressors? In this sense, the problem highlighted is: are there impacts reflected by the lack of ethnic-racial and female representation in the curriculum on students? One of its objectives is: to identify how the culture of machismo and structural racism are also consequences of this type of high school curriculum; as well as to demonstrate how this theme can contribute to the daily lives and coexistence of students beyond the school environment; and to propose how some female authors absent from the academic curriculum can be addressed in the classroom. With theoretical and methodological guidance from qualitative documentary research, with literature reviews, the research obtained the following main results: the confirmation of the influence of androcentrism and Eurocentrism in the formation of the current curriculum. This contributes to the emergence of many of the challenges present in teaching, such as sensitive topics related to ethnic-racial and gender relations, as there is resistance and conflict of ideals, lack of prior knowledge of such topics, superficiality in the approach, lack of inclusion, and failure to value the different existing perspectives.