Singular ao plural : as relações de gênero nos livros didáticos de lingua portuguesa aprovados no PNLD 2019

• Ano de defesa: 2020
• Autor(a) principal: Melo, Rosa Virgínia Oliveira Soares de
• Orientador(a): Cardoso, Lívia de Rezende
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Educação superior; Estudo e enisno; Currículo; Livro didático
• Palavras-chave em Inglês: Curriculum; Gender; Textbook
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/14766

It is the issues involving curriculum, gender and textbooks (hereinafter LD) in Portuguese that we take as our research interests in this dissertation. We seek here to analyze how the gender category is addressed in two LD collections approved by the National Textbook Program (PNLD) of the year 2019. In addition, we observe how such a category is constructed in the legal documents that govern the PNLD and in the inclusion criteria or exclusion from the public notices of that program. Sometimes gender is included in citizenship and human rights criteria. Others are explicitly associated with women and their relationships with what is built on the ways of being female and male. To undertake the analysis, we observed how the images in the LD collections bring games, toys and clothing for femininities and masculinities; professions and other gendered demands; as well as the parenting subjectivities and family models found in these artifacts. We also observe the texts, exercises and guidelines for the teacher present in the teacher's manual; the legal documents that regulate the PNLD and the notices available for electronic consultation, covering the period from 2006 to 2020. From the analysis, we perceive in the legal texts and notices the general and uncharacteristic character on the issues of gender diversity, because besides of being in reduced items, they share space with other analytical categories, such as races and ethnicities. In the LDs, on the other hand, there remains a continuous demand for differentiated performances for girls and boys, as well as the different techniques used to govern them.