Gênero e sexualidade na escola: em cena o estudo das contribuições das políticas para a formação docente no Ensino Médio, os Núcleos de Gênero e Projeto Andanças em Pernambuco

• Ano de defesa: 2021
• Autor(a) principal: COSTA, Sebastiana Nunes da
• Orientador(a): FERRAZ, Bruna Tarcília
• Banca de defesa: AGUERO, Dolores Aronovich, OLIVEIRA, Gilvaneide Ferreira de
• 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: Política pública; Política educacional; Gênero; Sexualidade; Formação de professores; Formação continuada
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9050

The present dissertation is the result of the research work of the Master's Program in Education, Cultures, and Identities of UFRPE, linked to the Research Line Policies, Programs, and Mana-gement of Educational and Cultural Processes, whose main objective was to analyze the edu-cational public policies in the State of Pernambuco in the scope of High School aimed at teacher training in the context of gender and sexuality, the Gender Nuclei and the Andanças Project. In order to do so, a bibliographic review was carried out to compose a theoretical referential that would allow the understanding of the object of study, by means of a qualitative approach. The bibliographical research also guided the formation of the theoretical framework that supported the documental analysis developed later and mediated by the documental sources investigated at the State Secretary of Education, Secretary of Women's Affairs, EREM in the city of Recife and ETE in the city of São Bento do Una, as well as supporting the interviews carried out with our collaborators. We verified that the educational public policies in Gender and Sexuality ap-plied in the context of our research configured advances in many aspects, but signaled some setbacks and impediments to their implementation and formative actions. It was observed that the actions developed were structured as public education policies, but sometimes these are just government policies. Structurally, the reflexes of this process are present in the schools, making it extremely difficult for educational movements aimed at an inclusive ideal and equity for all the subjects.