As filósofas no ensino de filosofia: repensando o discurso de alguns filósofos que contribuiu para o silenciamento das mulheres.

Abstract

When analyzing the history of Western thought or a high school philosophy textbook, it is inevitable to come to the conclusion that women philosophers have been almost completely silenced and erased. In view of this problem, we started from the hypothesis that the discourse of some philosophers has contributed to the phenomenon of silencing and erasing women. Thus, the main objective of the research in question is to analyze the discourse of some philosophers that has contributed to the silencing of women in the history of thought, with a view to including women philosophers in the teaching of philosophy. Firstly, we used Foucauldian concepts of power, truth and discourse to discuss how these three elements are related to the process of excluding women by contributing to the discursive production that validates male superiority while at the same time inferiorizing women. Having looked at the dynamics of power, truth production and discursive practices, we analyzed fragments of philosophical texts by Aristotle and Rousseau in order to understand how these thinkers represented women in their writings in order to criticize and deconstruct these representations. In the second movement of the research, we focused on making room for women philosophers, starting with a debate on ideas about the silencing of women and the understanding of research into philosophy and philosophy teaching. Next, we present ten women philosophers with their concepts and works: Diotima of Mantineia, Aspasia of Miletus, Hippatia of Alexandria, Heloísa of Argenteuil, Cristine de Pizan, Émile Du Châtelet, Mary Wollstonecraft, Edith Stein, and the Brazilians Nísia Floresta and Lélia Gonzalez. In addition to the concepts and main works and themes, we also address the place that these philosophers could occupy in the philosophy curriculum. Finally, we discuss the practical development of the proposal for a philosophical-pedagogical intervention at ECI Pedro Lins Vieira de Melo, which consisted of philosophical workshops based on Silvio Gallo's Deleuzo Guattarian perspective entitled oficina de conceitos (workshop of concepts) to underpin what we call philosophical workshops. In addition, as an integral part of the workshops and to ground them theoretically, podcast programs were recorded to help with the conceptual understanding of women philosophers.