Jovens mulheres: gênero e sexualidade no Programa Juventudes do SESC Bom Retiro, a partir da perspectiva da justiça curricular

• Autor(a) principal: Novaes, Jacqueline Freitas Pereira de
• Data de Publicação: 2024
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/41287
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO; Justiça curricular; Educação não-formal; Gênero e sexualidade; Juventudes; SESC-SP; Curriculum justice; Non-formal education; Gender and sexuality; Youths; SESC-SP

The research intends to carry out a case study, based on the analysis of the Juventudes do Serviço Social do Comércio (SESC), Bom Retiro unit, serving young people aged 13 to 29, from 2018 to 2023. In this territory, the inequalities experienced by young people add to the tensions that the anti-drug policy of the governments of the City of São Paulo and the State of São Paulo have caused in the region. It is at this crossroads that there is resistance to real estate speculation in the only favela located in the center of this city, Favela do Moinho, where the majority of the youth served by the aforementioned program reside. The presence and, above all, the absence of young women from this territory in Juventudes stands out, a section that the research intends to make to understand the specificities of maintaining ties with this specific social group. Gender issues, intersecting with issues of class and race, will be considered when proposing actions that address sexuality as part of the curriculum under construction in this program. Understanding the curriculum as a path, which demands specific knowledge to correspond to pre-determined social projects, can find correspondences in the socio-educational practices of SESC-SP. Although the institution recognizes the non-formal character of its socio-educational project, and there is still no consensus in academic circles on the existence of a curriculum in non-formal education, the research will consider the curriculum as a construction that historically assumes multiple meanings, and as a social practice and pedagogical aspects not indifferent to social inequalities. It is necessary to denounce the erasure of sexual and gender issues from the Plano Nacional de Educação 2014-2024 e da Base Nacional Comum Curricular, promulgated in 2017, to announce the construction of emancipatory alternatives for subordinated social groups, so that differences identity issues are not transformed into social and economic inequalities, and these are overcome in the direction of social justice. Considering youth as a diverse social group, the analysis aims to characterize young women attending the Juventudes program, considering their strengths and weaknesses in relation to its propositions, through semi-structured interviews, to be carried out with focus groups, whose data will be collected to be analyzed based on the dimensions of Curriculum Justice