Nem recatadas, nem do lar: a performatividade de professoras, violências e outras feminilidades

• Autor(a) principal: Abreu, Luciana Izis Silva de
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10043
• topic: Teacher; Femininity; Performativity; Professora; Feminilidades; Performatividade; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The present dissertation, titled "Neither demure nor the home: the performativity of female teachers and other femininities" takes feminine teaching as the central theme. Teaching is named as a feminine work, since women are the great mass that exercises the profession, soon to discuss the teaching, implies to work on gender issues. However, what feminine are we talking about? We believe that teaching based on attributes such as love, self-denial, and patience have been linked to a single model of valued femininity, to the detriment of other present feminities. This female hegemonic was the only representation we have had throughout history about women in the magisterium and, therefore, is inserted in a heteronormative logic. However, we can not say that this was the only femininity present in teaching, because there are several feminities that are not visible. From the Butlerian concept of performativity, teaching is worked as a performative act that generates what attributes a teacher needs to be considered a good teacher: she needs to have her gender within the intelligibility to be considered a good teacher capable of transmitting knowledge And values to its students. The research used life trajectories as a methodological focus. It aimed to understand the senses of teaching and femininity in the stories of five female teachers participating in the research. Violence in teaching through the imposition of gender norms is also one of the focus of this research. We understand that the signs seen as feminine are marked by violence, then to understand teaching as a feminine profession, is to debate the various gender violence present in this. Among some results, it was found how the teachers think their senses of femnilidades in multiple ways. From a teacher who poses as a traditional woman, another teacher who calls herself a teacher "whore." Another teacher argues that she declares "shoes" in the schools where she works to subvert the term that has offended her since her schooling. The history of these women are unique and make us rethink what women teachers are.