Gender, feminism, and human rights in the classroom: a school experience report

Abstract

This experience report aimed to address issues related to gender, feminism, and human rights, using the book Malala, the girl who wanted to go to school, by Adriana Carranca as a study resource for 7th-grade students in a public school. Inspired by the story of Pakistani activist Malala Yousafzai, the initiative sought to promote reading, summarization, literary tertulia, the production of motivational letters, and debates on gender equality, access to education, and human rights advocacy. The applied methodology included a participatory approach, incorporating visual resources such as videos to enhance students' understanding and engagement. The theoretical framework was based on the post-critical theories of Spivak (2010) and hooks (2017, 2021), exploring feminist theories and international documents. This article highlights the significance of Malala’s story as an example of courage in the fight for gender equality and the right to education. The study of this work fostered reflections on gender inequality, feminism, and human rights, encouraging students to deconstruct stereotypes and value equitable education. The discussion inspired youth protagonism in promoting a culture of peace and equality, reinforcing the transformative role of education in building a more just society.