In search of conceptual dialogues between Autogestión Pedagógica and Militant Feminisms

Abstract

This article explores the semantic and conceptual relations between autogestión pedagógica and militant feminisms, with the aim of establishing a referential framework that articulates both theoretical currents. By means of a bibliographical review, various feminist currents and the theory of autogestión pedagógica coming from the French school are approached. In order to do so, key concepts are identified that allow these categories to be compared, highlighting the place they occupy in their respective theoretical constructions and highlighting the effects they produce. The analysis presented in this article allows us to point out that some feminist currents and the theory of autogestión pedagógica of French origin converge in the emphasis of certain aspects. These include the importance of experiences and the relevance of bodies understood as fundamental tools for constructing contextualised theories based on the territories in which they are inscribed. The methods employed, including literature review and conceptual comparison, highlight similarities and complementarities, as well as inherent tensions between the two theoretical perspectives. The results of the analysis make visible that it is important to link these perspectives in university pedagogical practices in order to reaffirm that: a) active student participation enriches teaching and learning practices; b) such interaction reaffirms active participation and also claims rights and the construction of critical identities.