PHILOSOPHY TEACHING CARTOGRAPHIES:
A GENDER PERSPECTIVE
DOI:
https://doi.org/10.7443/problemata.v11i3.53962Keywords:
Gender issues, Teaching Philosophy, Implication and CartographyAbstract
This study aims at describing in a critical manner that forms that appear the difficulties and resistances in the performance of women teachers of Philosophy in the classroom. The research will develop through the notion of implication; therefore, the experiences will provide the grounds for this explanation.
In that sense, cartography is adopted as a method to demonstrate how gender issues delineate the teaching of Philosophy.
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Published
2020-10-08
Issue
Section
ENSINO DE FILOSOFIA E QUESTÕES DE GÊNERO (2020)
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How to Cite
Bagiotto Botton, V., & Aschermann Keuchegerian, L. H. (2020). PHILOSOPHY TEACHING CARTOGRAPHIES: : A GENDER PERSPECTIVE. Problemata: International Journal of Philosophy, 11(3), 30-48. https://doi.org/10.7443/problemata.v11i3.53962
