Relações de gênero: discursos e práticas docentes em anos iniciais na UEB Dom Delgado

Abstract

This research focuses on discourses and teaching practices about gender relations in the early years of elementary school. Its general objective was to collaborate in expanding and/or updating the knowledge of teachers from UEB Dom Delgado about the approach of gender relations with their students in the teaching/learning interactions, developing a product that seeks to help them in this process. This is a qualitative research of the participant type and is based on the post-structuralist conception, in dialogue with Peters (2000), Lopes (2013) and Silva (2015). The theoretical framework is based on gender relations with Nicholson (2000), Scott (1995; 1994), Louro (1997) Auad (2005), Lauretis (1987) and Tiburi (2019). About teacher training, support was sought in Tardif (2000), Imbernón (2011), Pimenta (1997) among others. As participants of the research we counted with the teachers of the 5th grade of elementary school, their respective students and the school manager. Observation, a mixed questionnaire and a semi-structured interview were used as instruments of data collection. Discourse Analysis (DA) was used as a technique to interpret the data collected. The research found that there is a scarcity of research on the subject in the Initial Years of Elementary School; that the speeches of most participants about gender relations with their students are related to situations of prejudice and discrimination regarding sexuality traits observed in the behavior of certain students; that most participants conceive gender relations as restricted to sexual identity and/or sexual orientation of people and do not recognize the other social aspects of existing gender relations. It is hoped that the product can help and encourage teachers to discuss the issues that permeate gender relations in the context of the early years.