Pensando o lugar de fala das mulheres no ensino de Filosofia.

Abstract

Our research is structured into two didactically distinct but interconnected phases. The first phase, referred to as conceptual, focuses on problematizing the concept of "woman," the teaching of philosophy, and gender issues. These themes are addressed in the first two chapters of the dissertation. The second phase, called practical, discusses the research methodology and the classroom experience, emphasizing the process of reflecting on the concept of woman and gender issues within the school environment, which are explored in the final two chapters. Our study begins with the question, "What does it mean to be a woman?" It investigates the relationship between gender issues and the teaching of philosophy, a problem observed in the classroom context. In discussing the teaching of philosophy in conjunction with gender, sexuality, and the body, we engage in dialogue with Guacira Lopes Louro to understand how these factors influence subjectivity and how schools can interact within this context. Thus, we analyze the understanding of the philosophy curriculum, aiming, on the one hand, to examine the absence of a space for women's voices in the Curricular Reference of the state of Rio Grande do Norte/Potiguar, and, on the other hand, to promote, through philosophical workshops, the validation of women's voices and thoughts. The research methodology is based on conceptual frameworks, a bibliographic review, and actionresearch practices, drawing on the works of Antônio Carlos Gil and Michel Thiollent, as well as on the methodology developed in the classroom, known as philosophical workshops or thinking workshops, inspired by Walter Kohan. These workshops aim to provide an experience of philosophical thinking, drawing on thinkers such as Simone de Beauvoir, Judith Butler, Nísia Floresta, bell hooks, and Michel Foucault.