O que incomoda do masculino? O professor de infâncias e as maquinarias discursivas de gênero-norma

• Ano de defesa: 2023
• Autor(a) principal: Severo, Mauri de Abreu
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Masculinidade; Infâncias; Docência; Discurso; Gênero-norma; Masculinity; Childhoods; Teaching; Speech; Gender-norm; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/32145

This dissertation is about the places and non-places of the masculine in school and society, considering discourses of masculinity and how we are able to operate a sex/gender system. That said, we asked ourselves: how are the bodies of male/male teachers in early childhood education agenciized and interdicted in order to produce discursive machineries of gender norms? Thus, with the aim of understanding how the bodies of male/male teachers in early childhood education are agencied and interdicted in order to produce gender-norm discursive machineries, we have the following specific objectives: Recognize teacher narratives about the agency and interdiction of male/male teachers' bodies in early childhood education; Discuss the positions that male/male teachers are invited to occupy in the space of early childhood education; and Understand how the narrative of "ideology of [a] gender" produces discursive machineries in school that yearn to institute a gender-norm. To this end, we flirted with a sociopoetic and autobiographical approach to research, with analytics as a backdrop, which allows us to see research as a poetic event and also as one that is capable of manifesting itself through other possible paths and questions. In addition, research data is produced from the narration of what is lived and experienced by male teachers in early childhood education. With this, we propose as units of analysis 'authorized masculinity', 'effeminate masculinity' and 'disobedient masculinity', which reverberate power-discourses of the established machineries and discussions. We understand the possible agency and interdiction of teachers' bodies, which are traversed by normative discourses that, at the same time, demand professional performance and a perception of discomfort and/or non-place in that space, in such a way as to reinforce the "ideology" of a gender and the institution of gender-standard discursive machineries.