Malala and the struggle for the right to education of girls and adolescents

Abstract

The purpose of this work is to present the exchange of experiences lived by the executing team of a teaching project developed in a state public school in the municipality of São Bernardo/MA, whose objective was the implementation, reflexive and critical, of methodologies of Sociology teaching. From the interface with different languages – such as cinema and literature, as well as the insertion of social media – we sought to transpose the contents taught in higher education to the language of high school. During the months in which the activities took place at the school, the institution's own materials were used, such as the book by Pakistani activist Malala Yousafzai, distributed by the government of the state of Maranhão. The young Malala's book contributed to the establishment of debates through the central concepts of Sociology, such as: social and gender inequalities, citizenship, equal right to education – related to the themes addressed in the textbooks and with the syllabus of the Sociology discipline. As a conclusion, it was possible to perceive that Paulo Freire's proposal, centered on valuing students' experiences, constituted a powerful tool to make the teaching of Sociology contextualized, interdisciplinary and plural.

DOI:https://doi.org/10.56238/chaandieducasc-007