A questão de gênero na docência: as mulheres-professoras no magistério

Abstract

This research is linked to the Graduate Program in Education (PPGE/UFT), in the line of Curriculum, Teacher Training and Teaching Knowledge, to the research group CNPq/UFT Gepce/minorities. Her research object is the issue of gender in teaching. And when it comes to gender, we deal with women and ask them about the sexual division of work, the social relations of sex, from the meaning of what it is to be a woman and to be a man in the patriarchal and cisheteronormative daily life. We start from the guiding question: What is the impact of “gender relations”, the “sexual division of labor” and “social sex relations” on women-teachers in the teaching profession? Its general objective is to understand how “gender relations” permeate women in teaching in Brazilian basic education. From the Bibliographic research with theoretical review of the theme, we went to the research productions in the INEP databases of the education programs in the North region and Interview in the online format of three women- teachers from the municipal networks of Cuiabá (MT), Goiânia (GO) and Palmas (TO). It is a phenomenologically-based implicated research (MAIA; ROCHA, 2017), in which it provides the opportunity for the researcher to engage, insert and present, through its implication, interpretationist understandings of social reality, since it is an investigation based on an experiential basis. In this research conception, we reflect the transition from a participatory research to an implied ethnoresearch (MACEDO, 2012, 33), in which we emphasize “the value of the social actor/actress” in the search for understanding “how the actor/actress' life is constructed” (MACEDO, 2012, 33). ” (MACEDO, 2012, 111) echoing the voices and actions of us women. In the phenomenological research-training, we apprehend the necessary confrontation of “gender inequality” in favor of “gender equality”, despite the fact that women have been protagonists for a long time in the area of education. Rethinking the meanings of the female gender and (re)creating the category “woman”, the “gender in teaching” are important investigations in the context of the feminization of teaching in basic education. The research categories “sexual division of labour”, “gender”, “gender relations” and “social sex relations” are fundamental in studies and research on female participation and the defense of “gender equality”, however, from the perspective of intersectionality, aiming at the sense of how these categories are handled in the cross oppressions in relation to the woman-teacher.