Gênero e infâncias: corpos e(m) gestos que se re(significam)

• Autor(a) principal: Abreu, Ana Clébia Santos de Abreu
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UEFS
• Texto Completo: http://tede2.uefs.br:8080/handle/tede/1590
• topic: Educação; Corpo; Gênero; Infâncias; Education; Body; Gender; Childhoods; CIENCIAS HUMANAS::EDUCACAO; EDUCACAO::ORIENTACAO E ACONSELHAMENTO

Crossings since my childhood and experiences throughout adult life with children moved and instigated me to continue the gender discussions that I started in graduation. According to the theorists who subsidized this research, attest that gender studies carried out with young children reveal that gender inequalities are socially constructed, permeated by educational practices that transform the differences between girls and boys into social inequalities. In this sense, educational institutions are a privileged space for reflection on gender norms and on the social constructions of the body, as they are characterized as a space for training, education, care and socialization. One of the first extra-family social spaces for young children. However, bodies are not, or do not want to be, just docile, although moldable, when subjected to order they also produce speeches, concerns, seek spaces of subversion, (mis)paths. Thus, the purpose of this research is to seek, with cartographic movements, to understand how the childhoods that make up a private school in Feira de Santana (re)invent and (re)signify their bodies in terms of gender issues. This dissertation joins post-critical, Foucaultian, and Queer studies that were intertwined with cartography through observations and field diary entries. This research does not intend to present ready-made models or pedagogies, but to move and reinvent other possibilities, to provoke other logics for/with experiences with genders, even in schools based on heteronormativity, causing fissures with perspectives of militant combat against oppression suffered in the construction of a confrontation policy. Thus, seeking a more humane, solidary education with practices that respect diversity.