<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1405-9436</journal-id>
<journal-title><![CDATA[La ventana. Revista de estudios de género]]></journal-title>
<abbrev-journal-title><![CDATA[La ventana]]></abbrev-journal-title>
<issn>1405-9436</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Centro de Estudios de Género]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-94362022000200106</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Sociología y epistemologías feministas. Objetividad(es), emociones y pedagogía encarnada]]></article-title>
<article-title xml:lang="en"><![CDATA[Sociology and feminist epistemologies. Objetivities, emotions and embodied pedagogy]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sabido Ramos]]></surname>
<given-names><![CDATA[Olga Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma Metropolitana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>6</volume>
<numero>56</numero>
<fpage>106</fpage>
<lpage>140</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-94362022000200106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-94362022000200106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-94362022000200106&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este artículo es poner sobre la mesa de discusión algunas preguntas clásicas de la epistemología, bajo la criba de las epistemologías feministas, a saber: cómo es posible conocer, qué condiciones simbólicas y materiales organizan el conocer, así como la transmisión y enseñanza del conocimiento. Recurro a la sociología relacional (Simmel, Elias, Bourdieu) y las epistemologías feministas (Longino, Harding, Smith, Haraway, Skeggs), planteo la relación entre objetividad y emociones, así como la necesidad de prácticas pedagógicas encarnadas que reivindiquen que el conocer es situado (Haraway, Skeggs), al igual que la enseñanza (Simmel, hooks, Smith). Mostraré que el cuestionamiento a la noción ingenua de objetividad de la epistemología tradicional, posibilita poner en entredicho la narrativa cultural de un sujeto de conocimiento descorporeizado y carente de emociones. Esta estrategia epistemológica permite la reivindicación de las emociones no sólo como objeto de conocimiento, sino como condición de posibilidad del conocimiento. Así, establezco cómo es posible una pedagogía encarnada con y desde el cuerpo que reivindique la capacidad crítica y movilizante de los cuerpos y sus sentires.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article&#8217;s main purpose is to discuss some classic questions of epistemology, under the feminist epistemologies point of view, like: how is it possible to know, what symbolic and material conditions organize knowing, and transmission and teaching knowledge. I resort to the reasoning of relational sociology (Simmel, Elias, Bourdieu) and some feminist epistemologies (Longino, Harding, Smith, Haraway, Skeggs). I propose the link between objectivity and emotions and the need for embodied pedagogical practices that claim not only that knowledge is situated (Haraway, Skeggs) but also teaching (Simmel, hooks, Smith). I will show how questioning the naive objectivity of traditional epistemology makes it possible to challenge the cultural narrative of a disembodied and emotionless subject of knowledge. This epistemological strategy allows the vindication of emotions as an object of knowledge and a condition for the possibility of knowledge. Thus, I establish how a pedagogy embodied with and from the body claims the critical and mobilizing capacity of bodies and their feelings is possible.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[epistemología]]></kwd>
<kwd lng="es"><![CDATA[sociología]]></kwd>
<kwd lng="es"><![CDATA[feminismo]]></kwd>
<kwd lng="es"><![CDATA[pedagogía]]></kwd>
<kwd lng="es"><![CDATA[género]]></kwd>
<kwd lng="en"><![CDATA[epistemology]]></kwd>
<kwd lng="en"><![CDATA[sociology]]></kwd>
<kwd lng="en"><![CDATA[feminism]]></kwd>
<kwd lng="en"><![CDATA[pedagogy]]></kwd>
<kwd lng="en"><![CDATA[gender]]></kwd>
</kwd-group>
</article-meta>
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