Dialéticas do feminino: interlocuções com professoras de educação física da rede municipal de ensino de Santa Maria (RS) sobre trabalho pedagógico

• Ano de defesa: 2017
• Autor(a) principal: Zimmermann, Ana Paula da Rosa Cristino
• 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: Trabalho pedagógico; Dialéticas do feminino; Educação física escolar; Políticas educacionais; Pedagogical work; Dialectics of feminine; Physical school education; Educational policies; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/15089

This research is part of the research developed by the Group of Studies and Research on Labor, Education and Public Policies, integrated to the PPGE of UFSM. The general objective was to analyze the Feminine Dialectics in the relation between the pedagogical work and the official educational policies present in the speeches of Physical Education teachers of the Municipal Network of education of Santa Maria (RS), graduated from the Degree in Physical Education of the Federal University of Santa Maria (RS). Based on historical and dialectical materialism, qualitative research was elaborated, in which teachers from the Municipal Teaching Network of Santa Maria (RS) participated. The methodological procedures were the following: the elaboration of a questionnaire, interviews and a group of interlocution. The dialectical categories: historicity, mediation, totality, contradiction and praxis were the basis for the analysis of the data produced. The gender understood in this research, articulates itself to the dialectical analysis and considers how the women have been constituted historically and socially, with focus for the determinations of the capital for the feminine condition. The historicity of Physical Education that manifested itself in the undergraduate course and in the schools of Basic Education, highlights the reflexes of a hegemonic character, in which the feminine condition historically was subordinated. In this aspect, on the one hand, there was a strong discourse about the naturalization of the feminine condition by the teachers and, on the other hand, the conflicts that the students have due to the relations between the feminine and the masculine, with contradictions emerging. The teachers feel the impact of the productive processes that make the work individual and precarious, as well as the double journey. The pedagogical work is complex, under the influence of the teachers' subjectivities, the historicity of Physical School Education, the undergraduate course, educational policies, and the senses that arise as a professional category and are regulated by the dominant ideology. The Feminine Dialectics were significant for discussing how the particularities of the female condition are influenced by capitalist wholeness and the importance of discussing the constitution of women in a dialectical movement that is opposed to the dominant homogenization ideology. Thus, it is argued that pedagogical work at some stage is praxis, especially when the conditions allow reflection on the work that is produced, the pedagogical understanding in its relational character, and the work is critically integrated with the school organization. In this research, the articulation between the Dialectic of the Feminine and the pedagogical work are fundamental so that, the actions produced in the educational context strengthen the struggles of the working class and promote more critical conceptions.