Invitation to publish in the dossier Women’s Education and Training dossier 63 (2021.3)
Referenced by approaches from History of Women, History of Education, Cultural History, Social History and Gender Studies, and in accordance with a diverse and extensive documental corpus, the proposal, on one hand, aims to reflect about languages and procedures that were susceptible to women’s education for the dimension of their human formation; on the other hand, it aims to reflect about lived contexts of women’s studies and learning interrelated with the dimension of their human and school formation in order to understand the different meanings of formative movements that transcend formal learning institutions and influence everyday life and the political and cultural spheres.
It problematizes the constitution of Women’s History, shedding light on educational training and on their identities, giving more visibility to the social and political participation of women, who, for a long time, occupied minimal and, to an extent, marginalized spaces, although they actively acted as historical figures. The relevance of the proposal consists not only of revealing and valuing the participation of women in the History of Education, but also of providing new narratives, through the history and memory of women, expanding the knowledge about feminine identity, educational, political, ideological and cultural configuration.
These works, aimed at the academic community, education professionals and other parties interested in this discussion, enable the record, preservation and production of knowledge regarding the History of Women, at the same time that they support contemporary discussions about the construction of identity and the problematization of paradigms that subjugate the feminine, resulting in gender inequality and hindering the equalization of feminine participation in professional, social and cultural spaces, still in the 21st century, especially in conservative times.
This Dossier proposal has implicit singularities, continuances and alterities, in addition to the transversalities of the education of women (which we chose to study) in family, school and non-school environments (both locally and nationally), through the interweaving with the dimension of training as an analytical and historical parameter.
Organizadoras: Dra. Liége Maria Sitja Fornari (UNEB)
Dra. Lia Machado Fiuza Fialho (UECE)