Educação física escolar como espaço de formação emancipada feminina: diálogos entre Kollontai, Luxemburgo, Krupskaia e a metodologia crítico-superadora

Abstract

This study aims to develop theoretical and practical foundations for a feminist pedagogy in school Physical Education, based on a critical analysis of the contributions of Alexandra Kollontai, Rosa Luxemburg, and Nadezhda Krupskaya. These authors are revisited as silenced revolutionary voices whose reflections articulate the struggle of classes, women's emancipation, and educational transformation. The research understands women's emancipation as a constitutive and necessary nexus for human emancipation. The work is grounded in Karl Marx’s historical-dialectical materialist method (1985), proposing a dialogue with the criticalovercoming pedagogy (Coletivo de Autores, 1992), analyzing how the concepts of social class, historical project, and revolutionary pedagogy underpin the theme of revolution in the works of these feminist authors. It is noteworthy that the critical-overcoming pedagogy, based on the works of professors Micheli Ortega Escobar (2017) and Celi Nelza Zulke Taffare (2016), although bringing elements of radical critique, treats the feminine question as an aspect to be developed within this revolutionary approach to teaching body culture. The methodology is documental, bibliographical, and theoretical. The investigation reveals how Physical Education may contribute to the reproduction of patriarchal-capitalist structures, operating as a “factory of masculinities” through the naturalization of gender roles. The thinkers offer essential conceptuais tools: Kollontai with her notion of comradely love; Luxemburg with self-education through praxis; and Krupskaya with the method of complexes and non-segregated coeducation. It is postulated that a revolutionary pedagogy must be guided by the struggles of women and minorities of the working class. As an educational product, the creation of a study group is proposed for the continued education of teachers, addressing themes related to female and human emancipation within the school, recognizing it as an institution indispensable to the revolutionary process. Furthermore, it is emphasized that the school is under threat of barbarism as a consequence of the individualism and fascism inherent to the current societal project.