As relações de gênero nas experiências das professoras de Língua Portuguesa.

Abstract

The question that guided this research is the following: what understanding do the Portuguese language teachers have about gender relations? For this, I have as a general objective to understand the understanding and how they experience, as Portuguese language teachers, the gender relations. In addition, I elaborated on the following specific objectives: to register the discourses of the Po rtuguese Language teachers regarding gender relations from their academic and professional experiences; to find out how the teachers deal with the theme in their pedagogical practices; to perceive the motivations that lead or not the teachers to include in their pedagogical practices this question; and understand how they observe this in the schools in which they operate. Getting in touch with the studies on gender relations was a very significant moment in my teacher education, because it is imperative to understand that there are social and historical interferences about the way we understand and interact with gender relations (LOURO 1997, 2000 ; With this, the school is a relevant training space for students, students, teachers and teachers (PIMENTA, 2012; TARDIF, 2002,2014; ALARCÃO, 2011; GAUTHIER, 1998), since it is in this school that discourses and practices are produced and disseminated which interfere with the way we see and how we act in the world (Scott, 1995, Botton, Strey, 2013, Ways, 2000 and Swain, 2009). And among the various discourses, the way we understand, perceive and interact with gender relations ends up becoming a priority study in contemporary times. The participants who contributed to this study were four teachers of the Portuguese language of basic education, from the city of Pelotas, RS, who were my colleagues during the course of my graduation in Letters, at the Federal University of Pelotas. As a methodology, observations and interviews were used, which generated the following categories (GOMES, 2010): "Beginning and unmanned teachers"; "Interference of gender relations in the devaluation of the teaching profession"; "Teaching in the children's imagination of teachers"; "The predominance of women in teaching"; and finally, "The teachers and the relations with their colleagues, students and students". Among the main results are the actions of teachers Aline and Carla, who put into practice activities that allowed their students to reflect on gender relations and the interference of gender relations in the devaluation of the teaching profession, in addition, it is also possible to highlight an opposite situation through the teachers Luana and Caroline, who have shown that they are more reserved on the subject.