Autoavaliação da práxis educativa em projetos sociais realizada por mulheres atravessadas pelo feminismo em Macapá - Amapá.

Abstract

The theme of the this study is: self-assessment of the feminist ideology and its educational praxis in contrast with the criticisms received. The question that guides the research is: how do women that identify themselves as feminits develop educational praxis in different social projects and evaluate their actions in the face of the criticisms received? It aims to interpret the self-assessment of the educational praxis elaborated by women that stand for feminism who work in social projects in Macapá/Amapá. In addition to the specific objectives that aim to expose and chew over the conjuncture of feminism and its relationship with gender; describing the construction of feminism carried out in Amapá based on the reflection and self-assessment of the research participants; to contrast, in a hermeneutic-therapeutic perspective, the feminist ideology in relation to the criticisms received and to point out the reformulations of the ideology of the feminists involved in the research through the praxis provoked in the exercises of self-evaluation analysed by the contrast of positions. The study relies on the collaboration/participation of 07 (seven) women who identify themselves as feminists and develop their activities in social projects imbued with feminist ideas. The theoretical contribution is based on feminist self-criticism (HOOKS, 2018), (BUTLER, 2021), (TIBURI, 2018), and educational praxis (GOHN, 2013) and (FREIRE, 2018). This is an applied research and is characterized as a descriptive exploratory research with a qualitative approach, we use the hermeneutic method and follow the methodological procedures of formative research, using the narrative interview for data collection and thematic analysis for understanding and interpretation of the data. The aim was to achieve the production of scientific texts, such as articles and the dissertation resulting from the study, related to the theme as a result, as well as to provide the protagonism of the participants, allowing debate and reflection based on their selfassessments and participation in programmed and previously scheduled activities such as an integral part of the methodological procedures that were divided into four phases, including three interviews. In this way, it is observed that in the feminist educational praxis there is a double movement of reflection, first in the critical formation of the active women and secondly in the women/men individuals, regardless of gender classification, who embraces the activities. This allows us to conclude that the feminist praxis in the performance of these women enables recognition, appreciation and production of knowledge.