Questões de gênero no universo discente: narrativas (auto) biográficas como dispositivos de formação

• Autor(a) principal: Pereira, Janine Dorneles
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• dARK ID: ark:/26339/00130000176df
• Texto Completo: http://repositorio.ufsm.br/handle/1/20729
• topic: Narrativas (auto)biográficas; Ensino de história; Questões de gênero; (Auto) biographical narratives; History teaching; Gender questions; CNPQ::CIENCIAS HUMANAS::HISTORIA

The present work intends to show the results of a research that was carried out about the gender thematic (story of women), through a student perspective, using the (auto) biographic narratives, while methodology for the Teaching of History. For this, we seek to know the conceptions which the students have about the gender questions in their daily life, including the school one. We presented as theoretical- methodological approach the Historical Education, (RÜSEN, 2001, 2007a, 2007b, 2015), Research-Education Training (JOSSO, 2010), bibliographical fact, heterobiography and autobiography (MOMBERGER, 2008). In relation to the Gender Questions, this investigation analyzes the ideas developed in the elaboration of (auto) biographical narratives from the approach that gender are performative discursive constructs (BUTLER, 2003), evinced in heteronormative relations of power inserted in andro-normative societies (HOWES NETO, 2017). The target public was a class of eighth grade, of elementary school, of a state school from São Gabriel city, Rio Grande do Sul. We used (auto) biographical narratives while method in qualitative research, for subsequent exam of the student’s conceptions in relation to the gender questions. In this meantime, we promoted discussions about their experiences of situations which involved violence against women in São Gabriel city comparing with the condition of the women in the period of mining, 18th Century. Several of the narratives presented by the students reflect views of a chauvinist society, misogynist and experiences quite impacting in relation to the theme. The (auto) biographical narratives were chosen because they allow greater autonomy in relation to the knowledge itself, as well as the dialogue between present-past by means of the interaction between the social constructions of gender that involve the daily life and the history contents of the referred grade, in a horizon that works educational practices which encourage the freedom and autonomy of the students.