Professoras de gerações distintas (1938-1985), frente às representações impostas sobre mulheres na docência: uma análise histórica
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Data
2021-03-05
Autores
Souza, Ana Laura Bonini Rodrigues de [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
O presente tema que culminou nesta dissertação surgiu da indagação: quais representações que professoras brasileiras de gerações distintas relatam sobre o olhar da comunidade escolar acerca da mulher na docência? O recorte temporal da pesquisa foi delimitado entre 1938 e 1985, respectivamente, data mais antiga e menos antiga de ingresso no magistério, dentre as datas de ingresso das professoras participantes. A partir desse recorte foi pensado a temática de representações impostas socialmente às mulheres na docência numa perspectiva plural e interseccional, com os elementos que emergiram dos relatos orais das professoras participantes, as quais vivenciaram diferentes contextos legais e morais. A discussão é abordada na perspectiva de uma História Cultural das microhistórias presentes em nossa sociedade, a qual possui características patriarcais que entendemos ser fruto da colonização advinda da Europa. O objetivo geral da pesquisa em desenvolvimento é analisar relatos orais de professoras de gerações distintas (1938-1985), acerca de como essas professoras reagiam frente às representações impostas socialmente sobre mulheres na docência. E os objetivos específicos da pesquisa são os seguintes:1. analisar aspectos das representações da mulher na docência na escola brasileira, à luz da Nova História Cultural, iniciando, portanto, do lugar de fala desta pesquisadora na seleção das sujeitas da pesquisa; 2. compreender aspectos emergentes dos relatos orais das participantes quanto às suas vivências, vestimentas, atividades artísticas, dentre outras como mãe e mulher professora, que ressaltam as questões de gênero, permeando os lugares e os poderes em nossa sociedade, e as quais sinalizam para contextos também diversos em suas lutas e conquistas político-sociais; e, 3. analisar aspectos dos relatos que indicam a revolução silenciosa feminina das mulheres entrevistadas no campo docente, ou seja, questões relacionadas aos salários e prestígio profissional. A metodologia escolhida foi a história oral, sendo que, realizando uma pesquisa com mulheres professoras, dar voz é de grande valia para a categoria feminina silenciada por séculos. Os resultados obtidos com as análises realizadas na perspectiva da Nova História Cultural e História Oral, sobre as subjetividades e representações da mulher na Docência na Escola Brasileira e aspectos identitários sobre ser mulher e seus caminhos de vida; Ser mulher professora e os arquétipos maternais impostos socialmente à profissão, seus enfrentamentos sociais e seus movimentos de resistência, levando-as a constituição de resistência em uma subcultura feminina.
The present theme that culminated in this dissertation text arose from the question: what representations do Brazilian teachers of different generations report about the view of the school community about women in teaching ?; the time frame of the research delimited between 1938 and 1985, respectively, the oldest and least old date of entry into the teaching profession, among the dates of entry of the participating teachers. From this point of view, the theme of representations that were socially imposed on women in teaching was thought from a plural and intersectional perspective, with the elements that emerged from the oral reports of the participating teachers, who experienced different legal and moral contexts. The discussion is approached from the perspective of a Cultural History of microhistories present in our society, which has patriarchal characteristics that we understand to be the result of colonization from Europe. The general objective of research in development is to analyze oral reports by teachers of different generations (1938-1985) about how these teachers reacted to the socially imposed representations on women in teaching. And the specific objectives of the research are as follows: 1. analyze aspects of the representations of women in teaching in the Brazilian school, in the light of the New Cultural History, starting, therefore, from the place of speech of this researcher in the selection of the subjects of the research; 2. understand aspects emerging from the participants' oral reports regarding their experiences, clothing, artistic activities, among others as a mother and a teacher, who emphasize gender issues, permeating the places and powers in our society, and which signal to contexts also diverse in their struggles and politicalsocial achievements; and, 3. analyze aspects of the reports that indicate the silent female revolution of women interviewed in the teaching field, that is, issues related to salaries and professional prestige. The chosen methodology was oral history, and conducting a research with female teachers, giving a voice is of great value for the female category silenced for centuries. The results obtained with the analyzes carried out in the perspective of the New Cultural History and Oral History, about the subjectivities and representations of women in Teaching at the Brazilian School and identity aspects about being a woman and her life paths; Being a female teacher and the maternal archetypes socially imposed on the profession, its social confrontations and resistance movements, leading them to the constitution of resistance in a female subculture.
The present theme that culminated in this dissertation text arose from the question: what representations do Brazilian teachers of different generations report about the view of the school community about women in teaching ?; the time frame of the research delimited between 1938 and 1985, respectively, the oldest and least old date of entry into the teaching profession, among the dates of entry of the participating teachers. From this point of view, the theme of representations that were socially imposed on women in teaching was thought from a plural and intersectional perspective, with the elements that emerged from the oral reports of the participating teachers, who experienced different legal and moral contexts. The discussion is approached from the perspective of a Cultural History of microhistories present in our society, which has patriarchal characteristics that we understand to be the result of colonization from Europe. The general objective of research in development is to analyze oral reports by teachers of different generations (1938-1985) about how these teachers reacted to the socially imposed representations on women in teaching. And the specific objectives of the research are as follows: 1. analyze aspects of the representations of women in teaching in the Brazilian school, in the light of the New Cultural History, starting, therefore, from the place of speech of this researcher in the selection of the subjects of the research; 2. understand aspects emerging from the participants' oral reports regarding their experiences, clothing, artistic activities, among others as a mother and a teacher, who emphasize gender issues, permeating the places and powers in our society, and which signal to contexts also diverse in their struggles and politicalsocial achievements; and, 3. analyze aspects of the reports that indicate the silent female revolution of women interviewed in the teaching field, that is, issues related to salaries and professional prestige. The chosen methodology was oral history, and conducting a research with female teachers, giving a voice is of great value for the female category silenced for centuries. The results obtained with the analyzes carried out in the perspective of the New Cultural History and Oral History, about the subjectivities and representations of women in Teaching at the Brazilian School and identity aspects about being a woman and her life paths; Being a female teacher and the maternal archetypes socially imposed on the profession, its social confrontations and resistance movements, leading them to the constitution of resistance in a female subculture.
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Palavras-chave
Educação, História da educação, Representação cultural, Mulheres na docência, Relatos de professoras, Education, History of education, Cultural representation, Women in teaching, Reports of teachers