Dalla categoria concettuale alla modalità esistenziale: ripensare la maschilità in chiave filosofico-educativa

Abstract

Masculinity is a concept that has emerged within the philosophical
and socio-cultural domains of Gender Studies as an analytical category aimed
at deconstructing patriarchal power structures and heteronormative norms. Its
connections with educational reflection are both evident and, at the same time,
implicit. Limiting masculinity to the conceptual plane as merely a critical category
risks confining it to an object of study devoid of any concrete transformative potential.
Drawing on a philosophical-educational perspective, this article proposes interpreting
masculinity in distinctly educational terms, as an existential mode capable of fostering
educational processes oriented towards relationships with the Other. The aim is to
outline a perspective that moves beyond education for masculinity as a predetermined
identity and supporting, instead, the emergence of plural and critical masculine
subjectivities capable of generating new ways of being-in-the-world.