GÊNERO, SEXUALIDADE E FORMAÇÃO DOCENTE: UMA REFLEXÃO SOBRE A ESCOLA E AS VIOLÊNCIAS DE GÊNERO

• Ano de defesa: 2022
• Autor(a) principal: Venturim, Camila Dalvi
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado Profissional em Educação; Centro de Educação; UFES; Programa de Pós Graduação de Mestrado Profissional em Educação
• Palavras-chave em Português: Educação; Gênero; Formação de Professores; subject.br-rjbn
• Link de acesso: http://repositorio.ufes.br/handle/10/16106

The present work is a reflective analysis on issues of gender, sexuality and violence against women in the school context. Dialogue with important gender studies (LOURO, 1996; SCOTT, 1997; VIANNA; BORTOLINI, 2020; SILVA, 2017), teacher training (NÓVOA, 2009; OLIVEIRA, 2004) in a neoliberal scenario, and using the methodology of action research (BARBIER, 2002), our proposal was to compose training movements with teachers, with the intention of contributing to possible “pedagogical gender movements”. Ten education professionals who work in the studied school participated in this work. Through semi-structured interviews with the other teachers, we sought to diagnose the knowledge, fears and uncertainties about gender relations in order to build pedagogical workshops capable of contributing to the improvement of these teachers' training conditions. those of basic education and for the development of a non-sexist education. In line with the neoliberal and reactionary scenario in which the school is inserted, our results show that family and religion often strengthen a discourse that makes it difficult for teachers to feel comfortable to address the issue in the classroom. However, the main reason for not addressing them is the lack of training on the subject. Also for this reason, teachers have made an autonomous and individual movement in the search for training on the subject, although they recognize that it would be better to approach the subject in projects with other disciplines. Recognizing the absence of continuing education on the subject, workshops were offered as one of the possibilities for critical and social training that contributes to a more egalitarian, less violent society and with the integral formation of school subjects. The organization and application of the workshops made it possible to perceive that it is possible to work with gender at school in a sensitive and dynamic way at the same time.