Interdições e resistências : os difíceis percursos da escolarização das mulheres na EPT

• Autor(a) principal: Ferreira, Maria José de Resende
• 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/10/8529
• topic: Feminist Studies; Women’s Education; Gender relations; Relações de gênero; Proeja; Programa Mulheres Mil; Estudos Feministas; Escolarização de mulheres; Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos (Brasil); Feminismo e educação; Gênero; Programas de ação afirmativa na educação; Mulheres - Educação; Mulheres - Ensino profissional; Educação - Efeito das inovações tecnológicas; Educação; 37

The study discusses the formative paths of students of the Programa Nacional Mulheres Mil enrolled in the Programa Nacional de Integração da Educação Profissional with Basic Education in the Educação de Jovens e Adultos mode (Proeja) of the Instituto Federal do Espírito Santo - Campus Vitória. It takes the Feminist Studies as theoretical basis connected with the production field of the Educação de Jovens e Adultos/as and Trabalho e Educação, appropriating methodologically the contributions of qualitative research and oral history, focusing on life stories. As tools, we use the Discussion Group and interviews with 10 students. The results showed that they face socioeconomic problems, issues arising from gender relations, as well as difficulties to follow the demands of the school. The learning difficulties are explained by the long period away from school; by the persistence of a school culture and pedagogical practices that do not take into account the specificities of/the subjects of EJA. The obstacles arising from the social relations of the gender impact their schooling processes. The persistence of sexist inequality in the private sphere reflects in the educational space, to the extent that these obstacles influence the insertion, the permanence, and their school success; which also affects their inclusion in the job market, leading them to perform functions similar to those they already perform in the productive space and perpetuate the sexual labor division. The functions performed in marital and maternity life, plus the existence of discrimination in that student section, in the school environment, indicated that their training processes derive mostly due to their strength of will, self-determination, and resistance, then of the objective conditions of the institution, even considering the political actions of vigilance and resistance of the Proeja collegiate body. In view of the indicated results, and despite the interdictions suffered in their life paths, we argue that the offerings of the two Programs, from the perspective of intersectionality, contribute to the empowerment and emancipation of women.