Pensar o ensino de Filosofia para além dos discursos dominantes: a invisibilidade das filósofas na construção do saber filosófico

Abstract

This dissertation investigates the invisibility of women philosophers in the history and construction of philosophical knowledge and its implications for the teaching of Philosophy. It seeks to analyze how dominant discourses, grounded in Eurocentric and patriarchal epistemologies, relegated the works of women philosophers to the margins, creating epistemological gaps that persist in philosophical education. Using a genealogical approach inspired by Michel Foucault, the research engages with thinkers such as Simone de Beauvoir, Judith Butler, and Sueli Carneiro, highlighting the relevance of new feminist and intersectional epistemologies in the teaching of Philosophy. The theoretical and practical proposal presented aims to deconstruct the hegemonic foundations that exclude women philosophers and suggests methodologies and pedagogical practices that promote the plurality of knowledge, contributing to an emancipatory and inclusive philosophical education.