Educazione al genere - conoscere e ri-conoscersi attraverso percorsi di lettura condivisa

Abstract

The work takes into account gender education from defining its theoretical frame in order to analyse two specific aspects of a “making” pedagogy open to differences and complexities. Thus, a pedagogical practice to be interpreted both as a place to problematise and deconstruct stereotyped and binary gender expectations and representations, and as process of listening to oneself and to the other aiming to relational modalities based on awareness, attention/care and approval. The present reflection ends showing fundamental traits of a gender education practice based on shared reading as way to open up to the pedagogical unexpected activating questions, negotiations and identity re-constructions able to overcome standards and conformisms in order to imagine unusual paths of self discovering and transformation.