Gênero e educaçâo: olhares de docentes do Ensino Médio sobre as relações de gênero e suas expressões na escola

• Ano de defesa: 2021
• Autor(a) principal: NASCIMENTO, Camila Muniz do
• Orientador(a): BOTELHO, Denise Maria
• Banca de defesa: SOUZA, Ana Paula Abrahamian de, NASCIMENTO, Luis Felipe Rios do
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural de Pernambuco
• Programa de Pós-Graduação: Programa de Pós-Graduação Associado em Educação, Culturas e Identidades
• Departamento: UFRPE - FUNDAJ
• País: Brasil
• Palavras-chave em Português: Educação; Ensino médio; Relações de gênero; Identidade de gênero; Sexualidade
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9010

The present work is aimed at understanding gender relations and from the perspective of high school history, Portuguese and mathematics teachers from 6 public and private institutions in the metropolitan region of Recife. Therefore, the main objective is to analyze the perceptions about gender through the narrative of high school teachers, seeking with this research to understand how teachers perceive these discussions in the school environment, identifying the issues that can corroborate for possible stereotyped understandings and how these views are projected in speeches and discussions in the classroom. As for the research methodology, we point out that the nature of the present study is qualitative, and that in this way, collaborators will be teachers and teachers who teach in high school in public and private schools in the metropolitan region of Recife in the state of Pernambuco. We use as a research collection instrument, the semi-structured interview, the interviews conducted in this research, will serve as a guide for the discussions proposed by the theme of this dissertation. Data analysis is centered on: gender identity, the concept of gender, the perception of what they would be gender relations, the possibilities of discussing gender in the classroom and awareness of the possible relevance of this theme for education. The results showed, above all, that despite the receptivity of the majority to treat gender at school, there is still in the teachers' perceptions the lack of knowledge about gender relations and sexuality and narratives imbued with gender stereotypes and limiting beliefs.