Women in Philosophy and Philosophical Teaching: Historical Exclusion, Epistemology, and Pedagogical Practices

Abstract

This article analyzes the historical exclusion of women from the History of Philosophy, understanding it not as a circumstantial absence, but as the result of epistemological mechanisms that established selective criteria for the legitimation of philosophical knowledge. The research combines theoretical-bibliographic analysis with a pedagogical intervention carried out in high school classes, grounded in feminist critiques of the philosophical canon and in dialogue with authors who problematize the relations between gender, power, and knowledge. It is argued that this invisibility directly affects the teaching of Philosophy, processes of citizenship formation, and the possibilities for democratizing knowledge within the school environment. The findings indicate that the marginalization of women philosophers in curricula contributes to the reproduction of gender inequalities and to the naturalization of a restricted conception of philosophical rationality. Conversely, the critical incorporation of their contributions broadens the epistemological horizons of the discipline and fosters more inclusive and emancipatory pedagogical practices. It is concluded that recognizing women as protagonists of philosophical thought constitutes a central element for gender equity and for strengthening the teaching of Philosophy in basic education.