As relações de gênero e o processo ensino-aprendizagem no ensino fundamental I de uma escola da rede pública de ensino de Teresina-PI

Abstract

This paper presents the results of the research that investigated “Gender relations and the teaching-learning process in Elementary School 1 of the public school in Teresina-PI”, which started from the following problem: how does the public school approach and construct an education for gender relations in everyday life, through the teaching-learning process? To answer this question, the study had as its general objective: to analyze how the public Elementary School I, through the teaching and learning processes, approaches and constructs the issues related to gender relations in its daily life, to understand its impact on the school environment. To achieve the proposed objective, the following specific objectives or investigative actions were developed: to observe the educational practices for gender relations, developed by the institution; to verify the challenges and possibilities for the education of gender relations through the teaching-learning process; to identify the teachers’ conceptions about the importance of working on gender relations in the school environment. The study is based on the following theoretical frameworks: Louro (1997), Lins, Machado, Escoura (2016), Scott (1990), Butler (2003), Beauvoir (1980), and others. The methodological procedures of the study were as follows: field research (Bogdan and Biklen, 1994) using a qualitative approach (Minayo, 2001); questionnaires (Marconi & Lakatos, 1999) were used to produce data to construct the teacher and management profile and the institution's profile; systematic observation (Marconi & Lakatos, 1999) and guided interviews (Marconi & Lakatos, 1999) were carried out; the school principal, a full-time teacher, and a supplementary teacher participated in the research, totaling three participants. The study concluded that, although the topic of gender is addressed in some mandatory curricular practices in lower elementary education, there is no systematic work to address this topic in the teaching-learning process.