Gênero e (meio) ambiente: desdobramentos para a educação escolar

• Autor(a) principal: Damasceno, Adriana de Assis
• Data de Publicação: 2021
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/33851; http://doi.org/10.14393/ufu.te.2021.587
• topic: Gênero; Ambiente; Educação Escolar; Cursos Técnicos Integrados ao Ensino Médio; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Educação; Educação Escolar; Ambiente

Global concerns with environmental issues emerged mainly from the 1950s onwards, resulting in the deepening of discussions on the relationship between society and the environment. Resulting from concerns around environmental issues, a wide range of legal documents was produced, in the Brazilian case, intensively from the 1990s. The documents reflect both the political commitments assumed by various nations and organizations around the world as well as the foundations for its materialization in the scope of environmental and educational bodies. Educational institutions become a privileged locus to trigger training processes that consider the environmental dimension. On the other hand, women's issues, at first, and later on, gender, also start to make up policies and regulations. One resulting from the intertwining produced between environmental and gender issues concerns the emergence of the articulation between gender and environment. Thus, the question that guided the research was: what traits, brands and possibilities of articulation gender and environment are presented in the Pedagogical Projects (PPCs) of Technical Courses Integrated to High School, related to the environmental area, of the Federal Institutes of Education, Science and Technology in the state of Goiás? The general objective was to scrutinize traces, marks and possibilities of gender and environment articulation in written documents of the PPCs of the referred courses and the specific objectives were: to identify in the PPCs of the referred courses elements that enable the intertwining between gender and environment; to point out the marks and traits that announce/denounce the gender and environment articulations in PPCs and, finally, to present the way and places in which the environmental issue is referred to in these documents. For the thesis, 23 PPCs from eight courses were selected, distributed in 18 campuses of the Federal Institute of Education, Science and Technology of Goiás and the Federal Institute of Education, Science and Technology Goiano. From a methodological point of view, it is a qualitative research with documental sources and from an analytical point of view, content analysis tools were used. The traits, marks and possibilities of gender and environment articulation are present: in the use of gender language, sometimes centered and sometimes signaling for its rupture in the generic masculine; in the use of ideas/concepts such as ethical and humanitarian values, critical thinking, socio-environmental development, sustainability, social and environmental responsibility, social justice, environmental justice, human rights, ethnic-racial and gender identities and inclusion. Finally, there are traces, marks and possibilities of articulating a binary vision of gender and environment in the analyzed PPCs, however the articulation does not express that the fight for the defense of the environment is closely linked to the fight for the defense of rights and opportunities between genders, in all its forms of expression.