The Nineteenth-Century Education as a Construction of Resistances in Female Professors

Abstract

Nineteenth-century Education is a social construction birthed from cultural control of the patriarchy that takes form in the heteronormativity of the Enlightenment Era. A debate regarding this Education involves considering several elements: feminist approaches, resistance, and patriarchal domination. It is crucial to analyze the visions that support the Nineteenth-century Education as female professors’ resistance-building mechanism within their social practices. There is, thus, a reference corpus of concepts related to previous notions plus the element of vision, as the organizing category of educational analysis. This debate is grounded on a qualitative approach by means of coexistence, situational problematization, social ethnography, conceptual redefinition, symbolic interaction, and discussion about: feminism, gender, women, andragogy and Higher education subjugation. The analysis is structured within all these visions: political, naturalist, religious, social dominance and social positivism. In accordance to such perspectives, Nineteenth-century Education creates an attachment to the discriminatory and nationalist chauvinism that already exists in the scientific disciplines to pursue female professors’ benefit. It also reinforces in these professors the racist guildism portraying them as useful artifacts, which leads to gender disparity and separatism within the sex/gender system. Education unveils civility through a pragmatic and underestimating education, emphasizing a masculine empowerment in women and the acknowledgment of their institutional and educational discrimination. This discourse allows glimpsing religiosity in education and a fear of breaking established schemes. In addition, it drives them to co-participate in the positivist patriarchy by means of the heterosexual oppression of the scientistic, thereafter establishing their epistemic and domestic invisibility. Finally, education reflects depersonalized female professors, robotized by science as they model the Nineteenth-century Education, strengthening their economic productivity and emphasizing their agency-oriented identities.