A formação docente: as vozes das professoras sobre gênero

Abstract

The present dissertation aimed to investigate the movements in initial teacher training and continuing training regarding gender discussions, observing the methodologies and technologies used in educational content, especially on the topic of gender. The research is conducted with elementary school teachers from the city of Araguaína, in the state of Tocantins, which, despite being a promising city in economic terms, is a city where the rural culture is rooted in its population due to its predominantly agricultural economy. Based on this, the research seeks to discuss how the topic of gender in education is an unexplored and often censored subject. The interviews demonstrated how much the teachers feel uninformed, unprepared and even tied up when it comes to this subject. Through questions, they opened themselves to the reflection that they need appropriate and in-depth training on the subject, so that they can start to make a difference in the lives of children who pass through the classrooms without having the necessary understanding that their lives may have different futures from those of their guardians. After all, how can one conduct the learning process of a topic for which one is not prepared? This is the question that permeates this research and proposes changes. Naturally, the unknown is subject to doubts, prejudices and hostility, a reflection of ignorance about the topic. It is concluded, then, that institutionalized reflections and policies on the topic of gender will provide these knowledge mediators with the necessary theoretical basis so that they can discuss and leverage the issue of gender inequality with greater authority and support.