An alternative mapping: feminized bodies and their relationship with knowledge in educational institutions
In this paper we will present findings from the international cooperation research project of the Group "Body Knowledge" "Body learning in formal schools" (IDIHCS-FAHCE-UNLP / CINDE). Our research is part of a transdisciplinary perspective that takes the contributions of the anth...
Guardado en:
| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Escuela de Antropología - FHyA
2022
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| Acceso en línea: | https://revistadeantropologia.unr.edu.ar/index.php/revistadeantropologia/article/view/204 |
| Aporte de: |
| Sumario: | In this paper we will present findings from the international cooperation research project of the Group "Body Knowledge" "Body learning in formal schools" (IDIHCS-FAHCE-UNLP / CINDE).
Our research is part of a transdisciplinary perspective that takes the contributions of the anthropology of bodies, political philosophy, the field of queer studies, the pedagogy and didactics of language and literature.
We will focus on the analysis of a corpus of body cartographies of women -secondary school students and teachers in training- in which the relationship between disciplinary knowledge and knowledge of gender is constructed within their sex-generic identities. In this sense, we will research how those body cartographies of women are configured where experiences related to feminist struggles, gender violence, affective ties, beauty patterns and sex-gender stereotypes are visible.
How are the bodies of these women shaped? Which dimensions related with the affective, sensory-motor, emotional, epistemic ones are present in these bodies of students and teachers in training? We propose some hypotheses about the relationship between bodies and knowledge in two educational institutions in Argentina -a public university and a secondary school-. |
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