Resumen

DINIZ, Margareth  y  GOULART, Natália. THE WRITING AUTHORSHIP OF WOMEN-TEACHERS. ETD - Educ. Temat. Digit. [online]. 2019, vol.21, n.2, pp.395-415.  Epub 19-Sep-2019. ISSN 1676-2592.  https://doi.org/10.20396/etd.v21i2.8653203.

This article deals with female writing in teacher education. When we focus on teacher education, it is inexorable to look at the life histories of teacher-women, since we work for teacher training involved, considering the relationship between feminized and female teaching. As a research method we use the research / intervention through workshops, analyzing the narratives of life of female teachers in relation to writing and we ask ourselves: What does the writing of female teachers? What body and stories will enroll in the experience / invention with the writing of women-teachers? What relationship is established between the construction of gender and female writing? When talking about a feminine writing, a writing that coexists with the knowledge of the lack, something new can be reinvented, then it is in this indecipherable place that the feminine writing unbalances the paradigm, the center. As a result of the research / intervention it is possible to say that the knowledge of emptiness establishes a feminine knowledge.

Palabras clave : TRAINING; WOMEN-TEACHERS; SUBJECTIVITY; FEMALE WRITING.

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