Gênero nas políticas educacionais da educação de jovens e adultos: trajetória, influências e textos

• Ano de defesa: 2018
• Autor(a) principal: Honorato , Rafael Ferreira de Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Educação de Jovens e Adultos; Políticas curriculares; Gênero; Youth and Adult Education; Curricular policies; Genre; CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/9917

The research aimed to analyze the effects of the World Declaration on Education for All in the insertion of gender in Brazil's educational policies, specifically in the curriculum policies for the EJA in the state of Paraíba. Methodologically the research assumes a qualitative character, where through the case study was developed a documentary research with analysis of the texts of international, national and local educational policies. Internationally we analyze the documents elaborated at the World Summits of Education (1990, 2000, 2015), at the World Conference on Women (1995) and in V and VI CONFITEIA (1997, 2009). National Constitution of 1988, the National Education Guidelines and Bases Law (1996) and the Curriculum Guidelines for Youth and Adult Education (2000). The local documents analyzed were elaborated by the State Secretariat of Education were the State Education Plan (2015) and the Operational Guidelines for the Operation of Schools of the State Education Network (2012-2017) and lastly the Political-Pedagogical Project of a of the EJA field schools. We chose as study microscope the studies and research of international and national authors. Internationally we dialogue with Bowe, Ball and Gold (1992) and Ball (1994, 2014), which present the Continuous Cycle Policy approach and Ball, Maguire and Braun (2016). Nationally with Paiva and Oliveira (2009), Mainardes (2006), Lopes and Macedo (2011), Mainardes and Marcondes (2009), Avelar (2016); among others. Like some authors, we believe that politics carries with it (im) possibilities when it is thought within specific contexts, that is, the degree of recognition of a given policy is different, which can generate new possibilities within a dialog macro, meso and / or micropolitical, resulting in contradictions, refutations and new practices insofar as a reading of the text generates different consequences and implications for the practice. In political times marked by the expansion of neoconservatism and neo-fundamentalism, there is a restriction of diversity issues in educational policies, but neglecting the issues inherent in diversity, seeking to strengthen their invisibility in the formative spaces of the school and in the curriculum, forget that in micropolitical spaces other moments of negotiation are established, forces are divided once again and power relations can be determined by other interests and subjects, like the unit and subunit of analysis of our case study that has been developing gender policies in the context of EJA.