Ideologia de gênero no cotidiano escolar em escola no município de Cuiabá, Mato Grosso

• Ano de defesa: 2017
• Autor(a) principal: Oliveira, Josiane Marconi Fernandes de Seixas
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Antropologia Social
• Palavras-chave em Português: Ideologia de gênero; Cotidiano escolar; Equidade de gênero; CNPQ::CIENCIAS HUMANAS::ANTROPOLOGIA; Ideology of gender; Daily school life; Gender equality
• Link de acesso: http://ri.ufmt.br/handle/1/3750

This dissertation is the result of reflections and problematizations about observations that occurred in the first two-month period of the school year of the year two thousand and sixteen, in a school in the city of Cuiabá, Mato Grosso, regarding the expressions of sexualities in everyday school life. Through groups that call themselves a movement against the Ideology of Gender, I show how students have been resisting the heteronormative powers. Initially a historical approach was made regarding the construction of the term Gender Ideology and how it is used as a estrategic device in Education. Later it is shown how the daily school life was affected by the normatization of the device sexualities and gender in the State Plan of Education of the State of Mato Grosso. The complexities of this field of research were mapped through statements of students and teachers, relationships in classroom spaces, classes, meetings, breaks, among others. The theoretical perspectives that cross and dialogue with this work are located in the Social Sciences as a whole, in the conceptions and analyzes of Michel Foucault, Giorgio Agamben, Clifford Geertz (2012), Adriana Piscitelli (2009), Judith Butler, and in Education, with Guacira Lopes Louro (2014) and Maria José Garcia Werebe (1978).These thoughts bring unfolding to the meanders of the negotiations in the legislative powers, which reinforce an education that is not focused on the equality of genders and sexualities, thus perpetuating the control of bodies and exclusion in the school environment.