Dialética e andronormatividade: o trabalho pedagógico na gramática do capital

• Ano de defesa: 2017
• Autor(a) principal: Howes Neto, Guilherme
• Tipo de documento: Tese
• 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: Andronormatividade; Trabalho pedagógico; Masculinidade hegemônica; Dominação masculina; Materialismo histórico dialético; Andronormativity; Pedagogical work; Hegemonic masculinity; Male domination; Dialectical historical materialism; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/13357

Lives in an hegemonic and predominantly male society to the point of constituting itself as a true social norm. Education, for its central role in society, is configured as a producer and reproducer of this social grammar. In these conditions, the following research question starts. Under what circumstances does a society which is predominantly female and a school-based education produced predominantly by female teachers produce and reproduce, in a contradictory way, a dominant and hegemonically male society? As possible answers to this question, the research pointed to some formulations. Schooling occurs as an uncritical process to male, patriarchal, sexist and violent social hegemony, symbolically and morally; reproducing the broader social forms of feminine discrimination and domination. Also, formal education, schooling, produces and reproduces materially, in the work of teachers, by Pedagogical Work, this social andronormative grammar; because there are social processes, of the previous and broader constitution forms of social consciousness, that are materialized in the daily routine of formal schooling. In this context, in the form of conceptual objectives of the research, I try to point out, describe and analyze some historical, political, legal and social conditions under which we become an andronormative society; to understand, from then on, the implications of an andronormative society on work and education. And in the form of operational objectives, I try to show the circumstances in which the political force of history, in the sense of trajectory and historical process and its narrative, are condensed in society and on education; analyze the relations between public policies and legal texts, pointing out in the juridical political relation the conformation of a society and an andronormative education; understand the dynamics of work as a category and central issue in the grammar of capital, especially the Pedagogical Work, as a category and as praxis, in a capitalist and andronormative society. And the result I came to, through the dialectical historical materialist method, was that after pointing out the determinations of the phenomenon and its mediations with social processes; material, social and historical circumstances, cultural and juridic political implications; It is possible to affirm we produce and reproduce, through Pedagogical Work and school education, a hegemonically masculine, patriarchal and sexist society; because education itself and the school, as central instances of social life, are also immersed in the andronormative social grammar of capital.