THE PRESENCE OF FEMALE PHILOSOPHERS IN THE HIGH SCHOOL TEXTBOOK USED AT ECIT DOM MARCELO:
A PATH TO EMANCIPATION AND RETHINKING THE TEACHING OF PHILOSOPHY
DOI:
https://doi.org/10.7443/problemata.v17i2.77896Keywords:
female philosophers, textbook, philosophy teaching, emancipationAbstract
This article analyzes the presence of female philosophers in Philosophy textbooks used at the Dom Marcelo Pinto Carvalheira Integral Citizen School, investigating how this presence, or possible absence, influences the critical and emancipatory formation process of high school students. The research starts from the observation that the history of Philosophy has traditionally been narrated from a masculine and Eurocentric canon, which generates gaps in the representation of female voices. The study seeks to understand how the inclusion of female philosophers in teaching materials can contribute to awakening a philosophical attitude and to the construction of a liberating education. Considering the importance of reflections on critical and emancipatory education that provide sustainability for the development of an education concerned with promoting autonomous thinking and the inclusion of historically silenced voices, the research proposes a reflection on the role of Philosophy teaching in building a more egalitarian, critical, and liberating education.
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Copyright (c) 2026 Adriana Ramos da Silva, Valmir Pereira
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