O Caderno Espaço Feminino foi criado em 1994 com o objetivo de dar visibilidade aos resultados das pesquisas acadêmicas nacionais e internacionais no campo dos estudos feministas e de gênero e instrumentando as práticas dos movimentos de mulheres. É uma publicação do NEGUEM (Núcleo de Estudos de Gênero) da Universidade Federal de Uberlândia.
The article presents a thorough and interdisciplinary analysis of representations of gender, power and domestic violence, based on interviews with people served by support institutions in Uberlândia-MG. The author examines the multiple dimensions of gender violence: symbolic, affective, patrimonial and structural. The text highlights how certain narratives, representations and learning contribute to the maintenance of spiral cycles of violence — tension, aggression and reconciliation — and highlights the historical, cultural and subjective impacts of these experiences. Based on the theories of authors such as Scott, Saffioti, Foucault, Chauí, among others, the analysis articulates gender, microsocial elements with power structures and institutionalized silencing and points to education for equality as a possibility of confronting violence.
Violências, estereótipos e educação como enfrentamento
Gender Violence. Social Representations. Symbolic Power. Intimacy. Subjectivities.
Copyright (c) 2025 Caderno Espaço Feminino
This article analyzes the textual productions of Scientific Initiation students, with a theoretical-emotional emphasis, based on the reading of Davis (2016). The content analysis highlighted emotions as a fundamental dimension of academic writing for critical training. In addition to mobilizing that technical production should be thought of as a political practice based on black feminism.
Epistemologias feministas e práticas pedagógicas críticas
Emotion. Black Feminism. Intersectionality. Pedagogical Practice.
Popular education with black waste pickers
This article analyzes the contributions of popular education to the construction of modes of resistance to the controlling images that subjugate black women. Based on studies by Paulo Freire, Lélia Gonzalez, Patricia Hill Collins and others, it focuses on the narratives of recyclable material collectors who participate in a literacy project that has been developed by teachers and students from Unimontes and Cursinho Popular Darcy Ribeiro, a center of the Emancipa Network in Montes Claros-MG.
Educação popular, feminismos e práticas de resistência
Popular Education. Controlling images. Resistances.
Apresentação do dossiê: Feminismos, mulheres e educação.
Dossiê Temático: Feminismos, mulheres e educação
This article explores how Black women's aging is profoundly shaped by the intersectionality of oppressions, leading to precarity and invisibility. The study challenges the homogeneity of the life process, revealing the denial of dignified aging for this "minority within a minority" in a capitalist, racist, and patriarchal society.
Trajetórias Acadêmicas, exclusão e presença de mulheres negras na universidade
Black Woman. Aging. Intersectionalism. Racism. Inequalities.
This essay stems from my experience as an educator working with incarcerated women at the Cook County Jail's Women's Division in Chicago. I participated in the RESTORE and THRIVE programs, which focus on education and reentry support. Reflecting on structural racism and the legacies of slavery, I argue that Black feminist pedagogy can foster spaces of freedom, care, and community within the carceral system.
In this article, I analyzed the proposal for the implementation of a Popular Educacion in Argentina, promoted by the intellectual Juana Manso in the pages of the magazine Álbum de Señoritas in the year 1854. I found the development of an education in favor of the people and the nation under construction.
Popular Educacion. Press. Women. Teacher. Intellectual.
This article aims to reflect on the trajectory of Black women and their access to the right to education. It is important to consider the impacts of gender and racial inequalities from early childhood education through to higher education, particularly for those who manage to enter academic spaces.
Black women, affective investment on self and educational contexts
This paper critically discuss the imposition of a social position on black women marked by subordination and utilitarian and dehumanizing logic. After a brief historical review, we will discuss, from a psychoanalytic perspective, some subjective reverberations of this logic. Our focus will be on the balance of affective investments and the direction of hatred. From the educational context, we seek to show that even in a context full of violence, it can enable the construction of new possibilities for recognition and investment theirself for black women.
Psychology, Education, Feminism, Human Sciences
In this article, I analyze fatphobia from an intersectional perspective, understanding that it operates both in articulation with other axes of subalternization and, in certain contexts, in relation to axes of privilege. I rely on Black feminist autoethnography, on the Afro-perspective, and on critical fabulation as theoretical-methodological tools. From my experience as a Black fat lesbian peripheral woman, I mobilize reflections that articulate fatphobia and intersectionality, arguing that the fragmentation of subjects produced by the colonial-modern logic undermines a broader and more complex understanding of the experiences of dissident bodies. With this writing, I contribute to strengthening situated and counter-hegemonic epistemologies that break with narratives that disauthorize knowledge produced from marginalized bodies.
Corpos dissidentes e experiências interseccionais na educação
Contexts of Opression. Blac Fat Women. Intersectionality.
In recent decades, the debate on gender and education has gained ground in the academic field, in public policies and in school practices. As a socializing institution, schools play a central role in reproducing or deconstructing gender stereotypes and inequalities. In this sense, understanding how educational policies deal with gender issues is fundamental to promoting a more inclusive, critical and democratic education. Despite legal and regulatory advances aimed at equity, such as the National Education Plan (PNE) and curricular guidelines focused on human rights, there are still significant gaps between what is stipulated in the regulations and what takes place in everyday school life. Ideological disputes, cultural resistance and the lack of adequate training for education professionals are some of the obstacles faced. The aim of this article is to analyze Brazilian educational policies from a gender perspective, discussing their challenges and pointing out perspectives for building more egalitarian pedagogical and institutional practices. To this end, a theoretical study will be carried out based on authors from the field of education, gender and public policies, together with a documentary analysis of Brazilian educational regulations.
: Education. Gender. Cultural resistance
“Place” is a polysemic term, and within this multiplicity it can represent spaces of privilege or derogatory attributions. This article aims to reflect on black feminism in the writings of black activists and in Brazilian society. In this way, it reflects the “place” of black women academically and socially, and aims to stimulate dialogue on the construction of identities. Methodologically, it uses texts produced by black feminists from Brazil and the United States, dialoguing with statistical data released by the IBGE. At the end of the course, it is argued that confronting these inequalities involves the valorization of anti-racist pedagogies, the construction of positive black identities and the strengthening of public policies with an intersectional focus.
Black Feminist. Identity. Public Policies.
I carry out an overview, from a personal perspective, on neofeminism in the 1970s, and its entry into academia. Women’s and feminist studies are considered, as are feminist epistemology and research. I emphasize the importance of genderized research in the social sciences, the humanities, and the visual arts, and I focus particularly on autoethnography to illustrate one possible form of studying folk
Neofeminism. Visual Arts. Epistemology. Academia. Activism.
This article analyzes the educational experiences of autistic women in primary and higher education through a qualitative, intersectional approach grounded in feminist epistemologies and critical disability studies. Through the narratives of four autistic women, the study reveals how institutional ableism, neurotypical normativity, and epistemic silencing shape trajectories marked by exclusion, sensory distress, and misrecognition. The concept of dissonant habitus is proposed as an analytical tool to understand the tensions between these women and educational institutions. The narratives highlight forms of resistance and announce possibilities for an education that is sensitive to difference—centered on listening, plurality, and the legitimation of autistic knowledge. Rather than reinforcing the logic of formal inclusion, a radical reconfiguration of the educational space is proposed.
This article examines the school experiences of Afro-Peruvian women who are now professionals, focusing on how the Peruvian educational system functions as a site of structural inequality through processes of racialization, exclusion, and symbolic and material violence. Drawing testimonies of professional afroperuvian women, the study identifies three key dynamics: identity erasure, ableist invalidation, and the normalization of racial violence. The theoretical framework draws from Frantz Fanon, José Gonçalves, Nilma Lino Gomes, and Rita Segato to argue that schools operate as laboratories of social stratification, marking Black female bodies from an early age. However, the article also highlights the agency and resistance strategies that these women developed to endure and transform these exclusionary spaces. The body is presented as a living archive of both marginalization and re-existence.
Afro-Peruvian Women. Education. Structural Racism. Black Female Bodies. Agency. Stereotypes. School Exclusion.
This paper analyzes the presence of black people in higher education teaching in Brazil, observing the educational trajectories and career patterns of black women who are permanente teachers at the Federal Uniiversity of ABC, based on the theorical contributions of Pierre Boue=rdieu and reseachhers on ethnic-racial relations.
Capital Cultural, Mulheres Negras, Universidade.
Popular education, feminisms and social justice
This research investigates how educational practices developed by rural women combine the principles of popular education with the construction of a territorial, collective, and insurgent feminism. By understanding education as a political and ethical act, the study aims to analyse how these women transform their daily experiences into pedagogical processes oriented towards emancipation, social justice, and the reconfiguration of power relations in their territories. The research aims to examine the intertwining between formative practices, popular feminisms, and emancipatory pedagogy in the context of rural education. A qualitative methodology is adopted, with a bibliographic and interpretative approach, grounded in gender studies, popular education, and Southern epistemologies. The study draws on theoretical works, social movement records, and academic literature on formative experiences in rural areas. The analytical path reveals that the educational practices led by these women act as forms of resistance to patriarchy, coloniality, and epistemic marginalisation, generating collective knowledge rooted in land, orality, and ancestry. The preliminary conclusion indicates that such practices represent not only tools of political formation but also alternatives for constructing other possible pedagogies, supported by community bonds, agroecological practices, and territorial autonomy. By giving visibility to these experiences, the study contributes to the strengthening of popular feminist pedagogies and expands the educational debate on social justice, dignity, and structural transformation in the Brazilian countryside.
Agroecology. Feminisms. Popular Education. Rural Women. Social Justice.
The stereotypes and rules about black women
This analysis investigates the effects of stereotype-based rules on Black women in the relationships between the characters Mia Warren and Elena Richardson in the series Little Fires Everywhere. The analysis employs the Analysis of Rules' Effects, based on the assumptions of radical behaviorism. Although the series is fictional, it reflects real social dynamics, showing how the relationships between characters illustrate the persistence of rules that, despite surface-level changes, still maintain control and oppressive subordination over Black women.
The health of female shellfish gatherers and how it is affected
Shellfish gathering is a predominantly female activity. This study aimed to investigate the health conditions of female shellfish gatherers in order to understand the reality, difficulties and risks that these women from traditional communities experience in their daily lives.
Breaking down barriers and building bridges (or links)
The aim of this article is to carry out a narrative review of the literature on the participation and retention of women in management positions, seeking to identify predominant approaches and research gaps. The review revealed the presence of concepts such as gender, feminism and intersectionality, suggesting gaps in the literature and indicating directions for future research on the subject.
Hilda Toledano / Maria Pia de Bragança (1907-1995), filha do rei D. Carlos ou burlona?
In 1957, someone began to claim her status as the illegitimate daughter of D. Carlos, king of Portugal. Supposedly she was born in Lisbon, in 1907. She lived most of her in Spain, France, Cuba and Italy, using the name Hilda Toledano and, later, D. Maria Pia de Bragança. The Portuguese Estado Novo never recognized her as a royal bastard and it was only after 1974 that she settled in Lisbon. Having lost long legal battles, she died in Verona, forgotten by everyone, in 1995.
Portugal. Hilda Toledano. Maria Pia of Braganza. King Carlos I. Royal Bastards.
Copyright (c) 2024 Caderno Espaço Feminino
This essay discusses how social structures favor the perpetuation of inequalities and the Glass Ceiling. The discussion emphasizes that the presence of women in leadership positions is not sufficient for deep cultural changes, requiring additional actions and collective involvement to overcome gender inequalitie.
Glass Ceiling. Gender Inequality. Women.
The research that led to this article began in 2021, as part of a project funded by FAPEMIG. The aim of the research was to recover the history and memory of Maria da Graça Oliveira, patroness of the Graça do Aché Black Culture Memory Center, a cultural facility at the Federal University of Uberlândia. The recovery of Maria da Graça's career as the creator and leader of Bloco Aché and Grêmio Recreativo do Bloco Aché was motivated by an understanding of her importance to the black movement in the city of Uberlândia between the 1980s and late 1990s. Acting as a creator of community support networks, Maria da Graça left a profound mark on the city's black activism, and her legacy has survived in the form of the Graça do Aché Black Culture Memory Center, as it increasingly becomes an aquilombamento space for the black population of Uberlândia.
Caderno Espaço Feminino V. 37 n. 1 (2024)
Esta edição apresenta uma reunião de artigos diversos que foram submetidos ao longo do ano e demandavam atenção. Após avaliação de pareceristas, a seleção publicada aqui resulta em um conjunto heterogêneo de temas e perspectivas interdisciplinares no campo da História das Mulheres, dos Estudos de Gênero e Feministas.
This article intends to present a comparative perspective between the works that became feminist references in the 1950s-60s: The Second Sex by Simone de Beauvoir and The Feminine Mystique by Betty Friedan, and to demonstrate how Beauvoirian methodology contributed to the development of a new strand: American liberal feminism.
This article analyzes the representation of women in Studio Ghibli’s animated films directed by Hayao Miyazaki (1984-2013) in the context of gender discussions. A review of the literature and analysis show how the portrayal of women in these animations can impact gender perception.
Animation. Cinema. Gender. Hayao Miyazaki
Challenges of female leadership from the perspective of gender struggle
This article aims to present a reflection on female leadership through theoretical exposition and documentary research with data from the main official bodies on gender inequality in Brazil. It also seeks to analyze the advances and contradictions inherent in the inclusion of women in positions of power, demystifying the notion of equality, given the construction of stereotypes and considering ethnic and economic issues. Finally, it intends to present the main characteristics of female leadership in the corporate world. It concludes on the relevance of building more equitable spaces for men and women, as this is also a pressing demand of contemporary organizations seeking more diverse environments, stimulating creativity and cooperation between genders. In this sense, everyone stands to gain!
AUTOETNOGRAPHY – ATTENTION ON FEMALE HEALTH.
<div class="content user-select-text" tabindex="0" aria-description="" aria-label="Enviado por Copilot: The article examines the evolution of women's health through gynecology and obstetrics, highlighting both improvements and impositions. It uses a feminist autoethnographic approach, valuing subjectivity and critiquing established structures. The study emphasizes the need for a comprehensive, intersectional, and humanized approach in line with SUS principles."> The article examines the evolution of women’s health through gynecology and obstetrics, highlighting both improvements and impositions. It uses a feminist autoethnographic approach, valuing subjectivity and critiquing established structures. The study emphasizes the need for a comprehensive, intersectional, and humanized approach in line with SUS principles.
Social Repercussions in the Daily of Women with HIV in a Northeastern City
Aids is a infection sexually transmitted caused by the HIV virus. In the face of na study exploratory-descriptive and qualitative, it was realized that, despite the infection being chronic, with free and effective treatment, social coping is still a challenge, requiring the implementation of public policies.