O dito e o não dito na educação: políticas públicas educacionais de gênero no Brasil à luz do curso gênero e diversidade na escola_GDE
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2020
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Esta pesquisa, intitulada O DITO E O NÃO DITO NA EDUCAÇÃO: políticas públicas educacionais de gênero no Brasil, à luz do curso Gênero e Diversidade na Escola (GDE), objetivou conhecer a evolução processual das práticas dos/as professores/as participantes do curso de formação GDE, numa perspectiva de gênero. No seu percurso, emergiram questões sobre o processo de difusão de gênero na Contemporaneidade, sem perder de vista, especialmente, as particularidades predominantes nas teorias políticas feministas desde o século XX. Delimitamos os processos históricos nos anos de 1990 até aos dias atuais, que tratam da questão de gênero no campo da educação, destacando as novas exigências colocadas ao Estado e as respostas aos problemas emergentes, com foco na educação de qualidade, intrinsecamente associada à busca por equidade e a valorização da diversidade. No aspecto metodológico, a pesquisa é de abordagem qualitativa de um estudo de caso, conjugando instrumentos e técnicas qualitativas e quantitativas. Assim, selecionamos procedimentos sistemáticos de análise de conteúdo, privilegiando as técnicas de entrevista junto a 12 professores/as egressos/as do curso GDE e aplicação de questionários junto a 59 alunos/as de três professoras, no município de Codó/MA, no período de julho a novembro de 2016. Destacamos a motivação e iniciativa dos/as professores/as entrevistados/as para participação do curso GDE, as suas concepções e aprendizagens antes e depois do GDE, as suas percepções sobre as políticas de gênero na Educação, analisando os paradigmas de gênero e diversidade predominantes no contexto escolar, articulados com as suas práticas e os documentos normativos oficiais da Educação. Concluímos que o curso GDE representou uma iniciativa inovadora, no campo da formação docente, pelo seu aporte teórico e metodológico. Contudo, as práticas pedagógicas revelaram limitações, pelas barreiras culturais, religiosas, sociais e políticas presentes no ambiente escolar. Quaisquer que sejam as evidências, ou até os impactos que permeiam a subjetividade, o curso GDE, no decurso de nove anos da sua implementação, revelou-se desafiador no enfretamento de dimensões fundamentais do quadro de desigualdade de gênero, raça/etnia e diversidade sexual no país. Atualmente, a conjuntura política brasileira retrata o retrocesso das ações do Estado, no que diz respeito ao enfrentamento dessas demandas, pressionadas, inclusive, por instâncias governamentais formadas por religiosos e fundamentalistas, que pretendem derrubar o que denominam de “ideologia de gênero”, em prol da heteronormatividade e do conceito de família tradicional, em detrimento das agendas de direitos humanos. Logo, o que deve ser dito e o que não deve ser dito na Educação brasileira, retoma sua agenda de consolidação dos significados culturais hegemônicos, estruturados e reproduzidos pelo conservadorismo e religiosidade.
This paper, Called the Said and The Unsaid in the Education: public educational politics of gender in Brazil, in the light of the coursce Gender and Diversity in the School (GDE), aimed at knowing the processual evolution of the participant teachers and their pratices in the Formation course(GDE), in a gender perspective.During its route questions emerged about the process of gender difusion in the Contemporanity, andone didn´t lose sight, especially, the predominant particularities as to the feminist politics thories from the XX century . It was delimitated the historical process in the years 90 until the present days which deal wih the gender matter in the field of education, so highlightting the new demands posed to the State and the answers to the emrgent problems, focused in education of quality, intrinsically associated to the search of equity and the valorization of diversity. In the methodological aspect, the field research is a qualitative approach based in a casestudy, conjugating instruments and qualitative and quatitative technics. Thus, it was selected systematicc procedures of content analysis, so favouring the interview technics with 12 teachers who came from the GDE course and the applications of questionnaries among 59 students from three, in the municipality of Codó/MA (Brazil), in the from períod July to November of 2016. It was emphasized the motivation and iniciative of the teachers interviewed because of the participation of the GDE course, their conceptions and learning before and after the GDE, their perceptions about the gender politics in Education, so analysing the gender paradigms and also predominantdiversity in the school context articulated to their paractices tho this practices and the oficial, documents of Education. It was conclude that the GDE course represented an inovating iniciative in the field of the teaching formation because of its theorical and methodological contribution. However, the pedagogical practices limitations because of its cultural, religious, social and political barriers present in the school situation. Whatever the evidence or even the impacts which permeat the subjectivity, the GDE course, during its nine years of implementation revealed itself a challenger as to the confrontation of fundamental dimensions of the set of gender difference, race and ethnicity and sexualdiversity. For the time being, the Brazilian politics conjuncture depicts the retrocessof the State actions as to the challenge of those demands, pressed, too, by governmental instances formed by religions and fundamentalist ones who intend to knock down what they call “gender ideology”, in favour of the heteronormativity and the concept of tradional family in the detriment of the agendas of human rights. Therefore, what must be said and unsaid concerning the Brazilian education takes back its agenda of consolidation of the hegemonic cultural meanings, structured and reproduced by the conservadorism and piety.
This paper, Called the Said and The Unsaid in the Education: public educational politics of gender in Brazil, in the light of the coursce Gender and Diversity in the School (GDE), aimed at knowing the processual evolution of the participant teachers and their pratices in the Formation course(GDE), in a gender perspective.During its route questions emerged about the process of gender difusion in the Contemporanity, andone didn´t lose sight, especially, the predominant particularities as to the feminist politics thories from the XX century . It was delimitated the historical process in the years 90 until the present days which deal wih the gender matter in the field of education, so highlightting the new demands posed to the State and the answers to the emrgent problems, focused in education of quality, intrinsically associated to the search of equity and the valorization of diversity. In the methodological aspect, the field research is a qualitative approach based in a casestudy, conjugating instruments and qualitative and quatitative technics. Thus, it was selected systematicc procedures of content analysis, so favouring the interview technics with 12 teachers who came from the GDE course and the applications of questionnaries among 59 students from three, in the municipality of Codó/MA (Brazil), in the from períod July to November of 2016. It was emphasized the motivation and iniciative of the teachers interviewed because of the participation of the GDE course, their conceptions and learning before and after the GDE, their perceptions about the gender politics in Education, so analysing the gender paradigms and also predominantdiversity in the school context articulated to their paractices tho this practices and the oficial, documents of Education. It was conclude that the GDE course represented an inovating iniciative in the field of the teaching formation because of its theorical and methodological contribution. However, the pedagogical practices limitations because of its cultural, religious, social and political barriers present in the school situation. Whatever the evidence or even the impacts which permeat the subjectivity, the GDE course, during its nine years of implementation revealed itself a challenger as to the confrontation of fundamental dimensions of the set of gender difference, race and ethnicity and sexualdiversity. For the time being, the Brazilian politics conjuncture depicts the retrocessof the State actions as to the challenge of those demands, pressed, too, by governmental instances formed by religions and fundamentalist ones who intend to knock down what they call “gender ideology”, in favour of the heteronormativity and the concept of tradional family in the detriment of the agendas of human rights. Therefore, what must be said and unsaid concerning the Brazilian education takes back its agenda of consolidation of the hegemonic cultural meanings, structured and reproduced by the conservadorism and piety.
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Orientação: Alcina Manuela de Oliveira Martins
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DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, POLÍTICA PÚBLICA, POLÍTICA EDUCATIVA, GÉNERO, EDUCATION, PUBLIC POLICY, EDUCATIONAL POLICY, GENDER, BRASIL, BRAZIL