La pedagogia critica femminista e la ricerca qualitativa in educazione

The paper intends to present the contribution of the differential-pedagogy that developed around the 80s of the twentieth century - one side has reconsidered the fundamental issues of women's subjectivity and, secondly, has inaugurated a series of reflections unpublished, created by analysis of the cultural, social and economic development of post-modernity. The main purpose of the contribution is to illustrate the contribution of feminist critical pedagogy in the construction of research models that follow the criteria of another "logical", the "differential", hostile to the 'universal-neutral "means a logic able to save different subjects, first the "female subject" in the sign of the radical otherness, essentially using a methodology that uses qualitative case studies, collection of experience and autobiographical material. The qualitative method has the merit of enhancing both the perspective of the object of investigation (considered in its particularity and uniqueness), as that of the researcher and his degree of involvement in the investigation. Such a perspective can be particularly useful in the context of research, focused on experience, which is the most innovative type generated by feminist thought. Gender research, and in particular the new feminist criticism, pointed out by this method is not predictive relativistic and the limits of a traditional scientific thought, which propagate in its universal and neutral system, it shows little inclination to recognize the importance of 'social experience of women. This research model has changed the very concept of presence and action shared, moving from a formal and legal-institutional plans and personal political /cultural.