“Oxe, eu sou macho, professor!” a escola e os processos de subjetivação dos meninos em um bairro de Maceió-AL

• Autor(a) principal: Alves, Julia Mayra Duarte
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal de Alagoas (UFAL)
• Texto Completo: http://www.repositorio.ufal.br/handle/riufal/6963
• topic: Escola; Subjetivação; Gênero; Currículo; School; Subjectification; Gender; Curriculum; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The present study brings the delimitation of genre in an elementary public school in Maceió, Brazil, which considers fishing as a male activity and filé-making (handmade lace) as a female activity. From the enunciations that surround the school regarding these activities by male and female students, teachers, and workers, and based on theoretical tools provided by Foucault, this thesis analyzes which subjectification forms in terms of genre are operating in the school curriculum. The research was based on post-structuralist authors in the field of curriculum, as well as in the field of genre. In this perspective, curriculum is understood as a cultural field, a production instance and discourse circulation, in which battles are established on the signification regarding subjects and the world, impregnated in values and practices. Genre is understood as a set of rules, as an expressive effect of subjectification that gain stability from the repetition and reiteration of these rules. The methodological approach adopted in this study was the Discourse Analysis in the qualitative perspective, with the contribution of Foucault. Data collection strategies used to access these enunciations were observations, interviews, and discussion groups involving the participants of the research. We observed that enunciations about filé seemed more problematic when involved boys. While fishing has become scarce, filé has been consolidated as a more significant family income. Therefore, filé-making is presented as a confusion place of genre borders. These configurations led us to centralize in the subjectification forms of boys and in the enunciations regarding the filé. The analyses suggest that there is a multiplicity of discourses, techniques, technologies, and strategies involved by power relations that aim to govern the behavior of boys in school. They also suggest that the subjectification produced are marked either by the acceptation of traditional ways of being as well as by the contestation and subversion of gender borders in the curriculum. Thus, we discuss some types of subjectifications announced and revealed in the investigated school related with the production of heterosexual boys, little educated, public, and worker boys. We also discourse on their resistance, battles, and the other ways of being and behaving in school.