NÃO É SOBRE EMPODERAR, É SOBRE DESPATRIARCALIZAR: DESAFIOS DA EDUCAÇÃO EM RELAÇÃO À EQUIDADE DE GÊNERO

Abstract

This study analyzes the challenges and possibilities of Brazilian public schools in promoting gender equity from the perspective of the depatriarchalization of educational practices. It is a qualitative bibliographic study grounded in materialist, post-structuralist, and decolonial feminist theories articulated with the field of education. The research aimed to identify institutional, social, and cultural barriers that hinder the inclusion of gender-related discussions in school settings, examine theoretical contributions to a critical understanding of patriarchy, and reflect on pedagogical practices capable of confronting gender hierarchies in education. The findings indicate that schools, historically structured by patriarchal, colonial, and heteronormative logics, may continue to reproduce inequalities through curricula, educational policies, and teaching practices. Therefore, it is concluded that depatriarchalization requires structural transformations that go beyond the mere inclusion of specific content, involving curriculum reform, critical teacher education, and the strengthening of educational policies committed to human rights and social justice. In this sense, education emerges as a strategic space for resistance and social transformation.