Relações de gênero na produção curricular no curso de direito: um estudo de caso na Universidade Federal de Pelotas

Abstract

This thesis aims to investigate gender relations in relation to the curricular policy of academic-professional training in action in the Law Course at the Federal University of Pelotas (UFPel). The research was conducted through a case study that considered the contexts and discursive and non-discursive practices present in the Pedagogical Project, the curriculum matrix, and the expression of perceptions and actions of the epistemic communities formed by professors and students of the said course. The methodology of the Policy Cycle Approach developed by Ball and collaborators (Bowe; Ball; Gold, 1992; Ball, 1994; Ball; Maguire; Braun, 2016) and explicated by Mainardes (2006, 2009, 2018a, 2018b, 2021) served as the basis for understanding the configuration of contexts of influence, text production, practice, and their interrelations concerning the curricular production in focus, with greater emphasis on the action of epistemic communities in the context of practice. The analysis of the research theme/problem was supported by a post-structuralist theoretical-epistemological line, making use of concepts by Foucault (1999, 2002, 2006, 2008, 2012, 2013), studies on curricular policy and curriculum based on Lopes (2006, 2018), Corazza (2001, 2013) and Sacristán (2000, 2013), as well as theoretical contributions by Butler (2001, 2019, 2021), Paraíso (2016) and Hollanda (2018) on gender relations, and Latin American feminist epistemologies by Anzaldúa (2000, 2005), Ochoa (2008), and Lugones (2005, 2008, 2014). With this foundation, the curriculum is understood as a power-knowledge device traversed by political, pedagogical, and epistemological disputes, where effects of truth and processes of subjectivation are produced. The analysis of the historical and political processes through which academic-professional training in Law Courses was constituted points to a dogmatic, elitist, cis-heteronormative, and Eurocentric tradition, while contemporary neoliberal policies have triggered significant curricular reforms guided by new national directives emphasizing productivism, quality in terms of outcomes, efficiency, and efficacy of academic-professional training. The analysis of the current Political-Pedagogical Project, curriculum matrix, and curricular components of the Law Course at UFPel indicated that, although gender relations are not explicitly addressed in these texts and discourses, they emerge in curricular production occurring through the daily actions via discursive and non-discursive practices of professors and students, in research projects, teaching, outreach, collective movements, and critical stances. Thus, the discourses and actions of the epistemic communities, on one hand, reinforce academic-scientific training based on tradition; on the other hand, affirm the need to transform the course curriculum in terms of new political, pedagogical, and epistemological perspectives that address gender relations. Therefore, it is concluded that curricular production functions as a policy of a curriculum in action that goes far beyond the prescribed curriculum, forging displacements capable of destabilizing the dogmatic and colonial foundations of the legal field, opening space for insurgent knowledges. Among these, feminist and decolonial epistemologies stand out in this thesis, proposing other ways of teaching, learning, and acting in the academic-scientific field of Law, from an ethical, plural, and committed perspective to the realization of social justice.