Feminist Pedagogies as a Strategy for the Prevention, Addressing, and Repair of Patriarchal Violence in University Contexts

Abstract

This study examines the potential of feminist pedagogies in student education at a university in southern Chile, focusing on the implementation of gender courses following the feminist protests of May 2018 and the 2019 social uprising. Using a qualitative, socio-critical feminist methodological approach, the study seeks to understand pedagogical understandings and practices based on the meanings attributed by the teachers themselves, through the administration of an evaluation questionnaire and the facilitation of reflective conversation groups on the pedagogical practice that emerges “among women.” The results reveal the contributions of situated feminist teaching-learning methodologies and didactics that promote critical citizenship. They also present challenges focused on the denaturalization of androcentrism in higher education and the breaking of the patriarchal pact of silence. Finally, it is recognized that the construction of dialogical pedagogical alternatives builds citizenship and enables the addressing of institutional violence.