Os movimentos das professoras da educação básica do Espírito Santo em face às políticas públicas de gênero para a educação

• Autor(a) principal: Silva, Erineusa Maria da
• Data de Publicação: 2017
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/8532
• topic: Educational Policy; Gender Policy; Gender Pedagogical Movement; Política educacional; Política de gênero; Movimento pedagógico de gênero; Educação; Educação e Estado; Identidade de gênero - Visão política e social; Pluralismo cultural - Educação; Prática de ensino - Organização; Identidade de gênero na educação; Ensino - Organização; 37

This thesis aims to analyze the Gender movement of teachers in the Constitution of gender policies for education and also your deployment exercise within the basic education schools of the Espírito Santo. Seeking to know and analyze the nature of the actions that can be observed in the course of pedagogical action of the teachers and in organizing the work. Search as the demands and actions of teachers of basic education in the face of production and implementation of public policies for gender education in the Espírito Santo. Advocates like thesis that, despite several contentions (precarious work, fragmentation in the organization of work, patriarchal culture, emergence of social conservative actions etc.) the teacher’s actions indicate the existence of a gender pedagogical movement in schools course that relates to the feminist movement and women in the social and academic field. The existence of this movement assumes that teachers have conducted educational actions that seek to pervert the asymmetries and the hierarchies in the field of gender relations and that this movement was potentiated by the public policies implemented by the Federal and State Government, during the period from 2003 to 2016. The qualitative research, had as its actress the teachers who attended the course Gênero e Diversidadena Escola (GDE) in 2011-2012 and 2013-2014. It was used from data collected through a survey of the documents underlying the gender policy for education in Brazil and in the Espírito Santo, of a survey and focus groups in the municipalities-polo that offered the course GDE. The analysis of the data collected through the survey were conducted by the Statistical Package for Social Science software for Windows (SPSS) and focus groups were made on the basis of the analysis of content. On theoretical and methodological work driving and in the analysis of the data collected, adopted based on some studies of the Sociology of education. Specifically, the Pierre Bourdieu’s work (1996, 1997, 2002, 2004, 2005) helped us to reflect on the permanence and contentions, in view of the tendency of the agent producing objectively practices adjusted to structures (habitus), but also to realize the habitus as a trend, we glimpse the production of leaks to coinages. The studies of Alan Touraine (1984, 1991, 1994, 1998, 2006, 2009, 2010) contributed to perceive and understand the collective actions in schools as a new form of action that generates what we named pedagogical movement of gender. This thesis is based in Scott (1995) regarding the use of category gender and McNay (1999) as for the habitus of gender to understand the possible leaks at stays and contentions regarding the policies and actions of gender. These concepts were taken as a theoretical-methodological clipping important to unveil the construction of meanings that pertain to social relations and impact the act of female teachers and gender policy for education. The study concludes that the advancement of public policy in the period studied and the act of the teachers, is optimistically-articulated or silent-individual, indicate occurring a pedagogical movement of gender in schools that, despite emerging from an empathy of those teachers about the theme, was potentiated by public policy GDE.