Marcas de gêneros na história do IFTM Campus Uberlândia: ecos às vozes de egressas (1969 a 1989)

• Ano de defesa: 2023
• Autor(a) principal: Costa, Raquel Almeida
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Relações de gênero; Gender relations; Mulheres; Women; Ensino Técnico; Technical education; Escolas Rurais; Rural Schools; IFTM Campus Uberlândia; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Educação; Ensino técnico - Aspectos sociais - Uberlândia (MG); Mulheres - Educação - Uberlândia (MG); Instituto Federal de Educação, Ciência e Tecnologia do Triângulo Mineiro - Uberlândia (MG)
• Link de acesso: https://repositorio.ufu.br/handle/123456789/37199; http://doi.org/10.14393/ufu.te.2023.85

The present thesis refers to a research developed along the line of research Knowledge and Educational Practices of the Graduate Program in Education at the Federal University of Uberlândia, which discusses how women who studied at the Instituto Federal do Triângulo Mineiro (IFTM), Campus Uberlândia, between 1969 and 1989, perceived gender relations and how we problematize such relations. Anchored in feminist epistemologies, the specific objectives of the proposal are: (1) to recover, record and analyze the experiences reported by women who studied at the IFTM Campus Uberlândia between 1969 and 1989; (2) understand how gender relations were perceived by women who studied there and how these relations influenced their daily lives; (3) analyze and problematize the perception of these women from the perspective of gender relations; (4) to analyze the resistance strategies developed by these women in the face of possible challenges and adversities they experience. The research method follows a qualitative approach, using document analysis, questionnaires and semi-structured interviews inspired by the Oral History method as instruments for data construction. Our working hypothesis is that the gender relations experienced by these women were perceived by them and interpreted by us as adverse and challenging. The results of this investigation pointed to a patriarchal context in which the unequal systems of power that institute regulatory regimes of gender became evident. They pointed to the physical space challenges faced by them; about the origins for admission, which are also full of obstacles; the impasses for their permanence and school success; elements on how family devices acted in reiterating or breaking patriarchal gender norms; the diverse and insistent discursive violence that they experienced and the school routine and the gendered and genefifying pedagogical practices. However, they also signaled to several subversive strategies developed by the women, participants of this investigation, which oscillated between the appropriation and reproduction of the patriarchal order and the confrontation and rupture of them, and they are: representations of masculinities, astonished performativities, strategic distances and programmed solidarities. . Such results are interpreted by us as important elements for (re)thinking the production of knowledge about women's studies in the area of the history of educational institutions, including regional and rural technical training.