Brincar e relações de gênero: uma análise da telenovela Carrossel como pedagogia cultural

• Ano de defesa: 2024
• Autor(a) principal: Carvalho, Beatriz Girão Enes
• 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: brincar; playing; relações de gênero; gender relations; artefatos culturais; cultural artifacts; Telenovela Carrossel; soap opera Carrossel; CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL; Educação; Telenovelas; Brincadeiras; Pedagogia crítica; ODS::ODS 5. Igualdade de gênero - Alcançar a igualdade de gênero e empoderar todas as mulheres e meninas.
• Link de acesso: https://repositorio.ufu.br/handle/123456789/44594; http://doi.org/10.14393/ufu.te.2024.524

This Thesis, linked to the Educational Knowledge and Practices Research Line of the Postgraduate Program in Education at the Federal University of Uberlândia (PPGED/UFU) and the Education, Sexualities and Performativities Research Group (GPESP), is a documentary research with a qualitative approach and is located in the context of Cultural Pedagogies, as it proposes the analysis of a cultural artifact, the soap opera Carrossel. This study problematizes the manifestations of play, in its interfaces with gender relations, with regard to normative gender regimes in childhood or transgressions and subversions of binaries through play that can be expressed in the soap opera Carrossel. To do this, we use the PROVOQUE set of procedures, made up of five stages: Flirting, Noticing, Finding Strange, Dialoguing and Sharing. We watched 310 episodes of Carrossel. Eight scenes that presented children in the action of playing in interface with gender relations were considered for analysis, selected based on the researcher's concern, who observed scenes that presented cracks in the discussions of gender stereotypes. They all bring gender relations into different manifestations of play. “She’s really a tomboy”; “Playing with girls is fun, yes”; “Do it my friend!”, happens during a game, “The other colors are cooler”; “I want to play too”; “Now ladies do everything”, refer to the mention of playing, “Girls are not objects”; “Bunch of fruits” take place in specific places where children play. Two focuses of affectation were considered to discuss the stages, being 1) Normative gender regimes in childhood; 2) Transgressions and subversions of binaries through play. For category 1, we will bring three focuses of experience, the first axis being the politics of the performative, with Judith Butler, the second axis being hegemonic masculinity from the perspective of Raewyn Connel and the third axis being the “House of Men” movement. by Daniel Welzer-Lang. For the focus of affectation 2, we present 3 other focuses of experience, the first of which refers to playing as a strategy of subversion, in Gilles Brougere's view, the second refers to the Visibility of Childhood in a dialogue with the idea of the Sociology of Childhood , in the eyes of Manuel Jacinto Sarmento and Willian Corsaro and the third axis we think about the production of a strange aesthetic that is based on Judith Butler's Queer theory. We understand that the PROVOQUE set of procedures can contribute to discussions in education, within the scope of visual culture, analyzing visualities based on the stereotypes found. And more than that, PROVOQUE proved to be powerful for finding and discussing subversion strategies. It was possible to find fissures and point out other paths, even if subtle, in gender relations. Carrossel with Cultural Pedagogy, which is current to enable discussions about childhood, playing and gender relations. We understand that this cultural artifact produces possibilities for discussion that point to strategies for subverting gender binaries and the invisibility of childhood.