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- Title
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).
- Authors
Torres, Teodora
- Abstract
This thesis Called The Said and The Unsaid in the Education: public educational politics of gender in Brazil, in the light of the course 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.
- Subjects
BRAZIL; FIELDWORK (Educational method); DIVERSITY in education; MOTIVATION (Psychology); EDUCATIONAL quality; CONTENT analysis
- Publication
Revista Lusofona de Educacao, 2020, Vol 47, Issue 47, p173
- ISSN
1645-7250
- Publication type
Article