Questões de gênero nas práticas pedagógicas e curriculares em escolas públicas no sul do Amazonas

Abstract

This master's dissertation is linked to Research Line I: Theoretical-Methodological Perspectives for the Teaching of the Human Sciences, within the Graduate Program in Science and Humanities Education (PPGECH) at the Institute of Education, Agriculture, and Environment (IEAA) of the Federal University of Amazonas (UFAM). Supported financially by the Amazonas Research Support Foundation (FAPEAM), the dissertation had the following general objective: to analyze gender issues in the context of municipal public schools in Humaitá – AM, based on teachers’ narratives. The specific objectives were: a) To understand how teaching practices focused on gender issues are constituted in the context of public schools in Humaitá, based on teachers’ narratives; b) To observe how (or if) the curriculum and gender are articulated within the school, according to teachers’ narratives; c) To identify teachers’ conceptions regarding gender identities.

The methodology, grounded in qualitative research, adopted as its methodological procedure the reinterpreted narrative interview proposed by Andrade (2012). The theoretical-methodological framework in which this dissertation is situated belongs to the Post-Critical field in Education, negotiating between Cultural Studies and Feminist Studies. The research involved six teachers from the municipal education network of Humaitá, Amazonas. It was conducted between November 2023 and March 2024, following approval by the Research Ethics Committee (CEP), also in November 2023.

Based on the narratives produced with the collaborators of this study, and according to the discussions carried out, it was observed that debates on gender and sexuality—especially from a feminist perspective—have a significant impact on educational and social processes. This is particularly evident when teachers engage in teaching practices that attempt, even if superficially, to introduce issues of gender and sexuality into the classroom. Curricular policies still contain gaps that may be bypassed or reinterpreted, but which do not necessarily promote deep and meaningful debate on these topics.