Resumo

ALVARADO, Mariana. Queer pedagogy and rhapsodic feminisms in/from valeria flores. child.philo [online]. 2019, vol.15, e38630.  Epub 29-Abr-2019. ISSN 1984-5987.  https://doi.org/10.12957/childphilo.2019.38630.

A feminist premise encourages to (un)name where is here? A from of where that hasn´t limit in preaching to/from the subject, in a list of adjectives, conditionals or in labels; more than an identity lacking in recognition, it is about the occurrence of a political location. It is about the possibilities of “saying” than can radically disrupt the starting of a movement, the journey of an investigation, or the drifts of militancy. We present here the ways in which “subscribing-to” or “stating” link to the ways of “making-audible and -visible” as an individual or collective political standpoint, inside/outside the movement. These lines stalk the nomadic position-of val flores-, the limited and specific location of a situated, precarious, itinerant knowledge, which deploys an anti-regulatory pedagogy driven by a feminist epistemology, from an “under” feminism, animated by an off-centered feminist epistemology of not knowing and not doing. This is about a rhapsodic feminism that dislocates the regimes of light of modernity in its Cartesian embodiment to play to prove. The ignorances expelled from the area of light concentration are integrated into the remains of the unknown, the unnamed, from there you can see at least three routes: memory, language, affections.

Palavras-chave : standpoint; subject position; situated knowledge; dissidence; diversity.

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