PHILOSOPHY TEACHING CARTOGRAPHIES:

A GENDER PERSPECTIVE

Authors

  • Viviane Bagiotto Botton UERJ
  • Lis Helena Aschermann Keuchegerian Puc-Rio

DOI:

https://doi.org/10.7443/problemata.v11i3.53962

Keywords:

Gender issues, Teaching Philosophy, Implication and Cartography

Abstract

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

Vol. 11 No. 3 (2020): ENSINO DE FILOSOFIA E QUESTÕES DE GÊNERO - Edição especial

Section

ENSINO DE FILOSOFIA E QUESTÕES DE GÊNERO (2020)

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