This work is the result of research carried out with women teachers and educational leaders, from various regions of Mexico, through the integration of a community of inquiry, and according to the methodology of practitioner research. The participants work in public high schools located in marginalized areas, rural and urban, in the south, north and center of the country. The reflection with such a group of women educators focused on imagining possible alternatives to reduce and eliminate the increasing violence against women and feminized bodies in Mexico. The channel to talk about this painful phenomenon, both within the sessions of the community of inquiry and in the classrooms, was the literary text, in addition to other literacy artifacts such as academic texts, videos, songs, interviews and images. The three main theoretical components that support the research are critical literacy, literature in the classroom, and critical feminist theories. Likewise, based on two fundamental concepts that are derived from the theory consulted–war against women and Pedagogy of Cruelty–whose author is Rita Segato, we were able to approach what happens in our context. Although the contributions of critical and intersectional feminism helped us understand the simultaneous oppressions that afflict female students in our schools, it was necessary to deepen our understanding of the massive phenomenon of violence in general, and femicidal violence in particular. Therefore, Rita Segato’s contributions in her works Las estructuras elementales de la violencia [The Elementary Structures of Violence] (2003), La guerra contra las mujeres [The War against Women] (2016), Contra-pedagogías de la crueldad [Counterpedagogies of Cruelty] (2018), among others, were the lighthouses to navigate the reality that threatens Mexican women, mainly girls, adolescents, and feminized bodies.