Empoderamento feminino e cartas pedagógicas: processos e aprendizagens de mulheres educadoras populares

Abstract

The present research, under the theme of female empowerment processes of educators through Pedagogical Letters (PL) in different educational contexts, from a Freirean Popular Education perspective, has as its investigative proposal the exchange of Pedagogical Letters about female empowerment and education among four women educators. Considering the research on feminist studies, and also the research on Pedagogical Letters as emerging and decolonial themes, we understand that this is a fertile field, still to be explored, to invest in new researches and in the construction of knowledge of different knowledge. From the epistemological curiosity fostered in the research groups I participated in, from the action-reflection-action movements in my professional, personal and militant life, I have been asking questions that led me to the following research problem: How can Pedagogical Letters contribute to the critical-reflective dialogue and to the process of female empowerment of popular educators. To this end, the objective of this research is to understand the fruitfulness of critical-reflective dialogue through Pedagogical Letters for the process of female empowerment of popular educators. The construction of the theoretical-methodological framework took place through the intersection of the relations between the concepts of Popular Education, Brandão (2002), Freire (1992), Jara (2006, 2020), Machado (2019), Paludo (2015), Steck (2010, 2013) and Pereira (2017, 2021); Freire’s Pedagogical Letters (1979, 1980, 1993, 1994, 2000), Freitas (2004, 2019, 2020), Camini (2012), Coelho (2011), Paulo and Dickmann (2020) and Dickmann, Ivânio (2019) and on Women's Empowerment Tiburi (2018), Berth (2019), bell hook (2013), Castro and Machado (2020). And also, a brief State of Knowledge on PC thus forming the theoretical assumptions of this research. Thus, by choosing a qualitative approach, the Participant Research methodology and the use of Experience Systematization to analyze and communicate the research findings, the theoretical and methodological framework of the research was established. Though the participation, observation, systematization and analysis of the PC and two synchronous meetings, it was possible to identify that the characteristics of PC can contribute to the development of critical-reflective dialogues and the processes necessary for women empowerment. Limits and challenges were also presented. The end points of the research also led to the interventional product of the Professionals Master’s in Education (PPGPE), the production of a video, Pedagogical Letters, and the journey of these four women educators participating in the research