Women, popular education and the philosophy of liberation in latin america

feminist critical review of erased popular epistemologies

Abstract

This article presents a hermeneutic-critical philosophical analysis of women’s contributions to Popular Education in Latin America, based on the dialogue between Paulo Freire and Latin American feminist epistemologies. Through a qualitative bibliographical review of 16 works published between 2000 and 2025, the study identifies the historical invisibility of women as an epistemological and political issue, revealing how educators, philosophers, and grassroots activists have reconstructed the foundations of liberation through body, care, territory, and ancestry. Inspired by Freire’s pedagogy of the question and the notion of education as a practice of freedom, the analysis shows that women are not mere participants but authors of Popular Education, forming a genealogy of thought that redefines the feminine as an ontological dimension of liberation. Feminist Popular Education thus emerges as a re-creation of the Freirean project, integrating ethics, aesthetics, and politics into a living philosophy of communion and hope.