Feminist pedagogical praxis: experiences and perspectives of young amazonian women teachers

Abstract

This study analyzes the pedagogical practices of young Amazonian women teachers who incorporate feminist principles into their teaching in high schools in Belém, Pará. Grounded in a reconstructive qualitative approach, the research seeks to understand how these educators shape a feminist praxis, contributing to the development of a critical, emancipatory education committed to gender equity. Through narrative interviews with four teachers, interpreted using the Documentary Method, it was possible to reconstruct the meanings and significance attributed to their experiences and daily practices. The results indicate that feminism, when integrated into teaching, functions as a tool for social transformation and resistance to the patriarchal structures embedded in the school environment. The practices analyzed reveal that feminist-oriented teaching strategies serve as forms of resistance and deconstruction of gender inequalities, fostering students’ critical awareness and contributing to an emancipatory educational process. Furthermore, the narratives show that these teachers face institutional and cultural challenges and perceive the school space as a site of political struggle and critical formation, aiming to break with traditional teaching models and promote reflections on equity, diversity, and social justice. By embracing feminism as a necessary principle, these educators challenge patriarchal structures and highlight the importance of pedagogical practices committed to dismantling gender hierarchies and promoting a more just, plural, and democratic school environment.