For an engaged Sociology teaching: propositions from bell hooks’ pedagogy
DOI:
https://doi.org/10.5212/PraxEduc.v.19.22705.028Abstract
The article presents reflections on the engaged pedagogy proposed by the black feminist intellectual bell hooks, stemming from a critical experimentation of the epistemological principles present in Sociology teaching practices from school to university. We problematize traditional theoretical approaches that underpin the teaching of Sociology, engaging in dialogue with the intellectual craftsmanship project suggested by Charles Wright Mills and with intersectionality as a theoretical and praxis tool. Discussing our practices in different educational settings, we ground the proposition of an engaged Sociology teaching that encompasses experience, thought, and practice in the learning process.
Keywords: Sociology Teaching. Engaged Pedagogy. bell hooks.
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