Narrativas de vida de educadoras matemáticas paranaenses: marcas de gênero em um diário de uma feminista
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Data
2021-10-29
Autores
Santi, Tailine Audilia de
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O objeto de investigação desta pesquisa de mestrado são trajetórias de educadoras matemáticas do estado do Paraná. Trata-se de professoras que foram agentes promotoras e propulsoras do ensino da matemática e da Educação Matemática como movimento e campo de pesquisa no Paraná. Trabalhamos com a História Oral como metodologia de pesquisa qualitativa para gerar as fontes históricas desta pesquisa. Frente a narrativas de oito colaboradoras, obtidas meio de entrevistas, traçamos a questão norteadora da pesquisa: Qual ideia de feminino a educação matemática ajudou a construir ou a desconstruir? A partir dessa questão, temos dois objetivos específicos: (1) tecer compreensões sobre os significados produzidos por educadoras matemáticas em suas narrativas sobre suas vivências e enfrentamentos em relação às marcas de gênero que perpassam suas vidas e trajetórias na docência, e (2) tecer compreensões sobre as relações entre esses enfrentamentos e o processo de feminização do magistério no estado do Paraná. Arriscamos em uma escrita em diário com potencialidades, em uma feminina e subjetiva. Nestes fragmentos inventamos algumas compreensões de como pensamos que a educação matemática foi um espaço para produzir transgressões, construir ou desconstruir ideia de feminino socialmente impostas. Entendemos que muitas professoras foram privilegiadas, mas, de todo modo, essas professoras subverteram sistemas e puderam ocupar espaços que não eram destinados a uma mulher. Mesmo nas salas de aula, um lugar feminizado, elas puderam transgredir regras e fazerem diferente daquilo que era imposto, quando precisaram conciliar tão dificilmente a vida profissional e o cuidado dos filhos, quando ocuparam espaços hierárquicos no ensino superior e foram imprescindíveis para a instituição de programas de pós-graduação em educação matemática no estado do Paraná. Nesse estado, a participação das educadoras matemáticas foi decisiva para a constituição de um movimento para se pensar sobre a Educação Matemática, e as entrevistas nos dizem muito sobre isso: essa área também foi promovida e pensada por mulheres. E quando pensamos na construção desse campo institucionalmente, é na trajetória dessas educadoras matemáticas que o campo constrói e desconstrói a ideia de feminino.
The object of investigation of this research are the trajectories of women mathematics educators in the state of Paraná. These are teachers who were promoting and propelling agents in the teaching of Mathematics and Mathematics Education as a movement and research field in Paraná. We work with Oral History as a qualitative research methodology to generate the historical sources of this research. Faced with the narratives of eight collaborators, obtained through interviews, we traced the research's guiding question: Which idea of female mathematics education helped to build or deconstruct? Based on this question, we have two specific objectives: (1) weaving understandings about the meanings produced by mathematics educators in their narratives about their experiences and confrontations in relation to the gender marks that permeate their lives and trajectories in teaching, and (2) weaving understandings about the relationship between these confrontations and the process of feminization of teaching in the state of Paraná. We risked writing in a diary with potential, in a feminine and subjective writing. In these fragments we invent some understandings of how we think that mathematics education was a space to produce transgressions, build or deconstruct the socially imposed idea of the feminine. We understand that many teachers were privileged, but, in any case, these teachers subverted systems and were able to occupy spaces that were not intended for a woman. Even in the classroom, a feminized place, they were able to transgress rules and do different from what was imposed, when they had to so difficult to reconcile professional life and childcare, when they occupied hierarchical spaces in higher education and were essential for the institution of graduate programs in mathematics education in the state of Paraná. In the state of Paraná, the participation of mathematics educators was decisive for the constitution of a movement to think about Mathematics Education, and the interviews tell us a lot about this: this area was also promoted and thought through by women. And when we think about the construction of this field institutionally, it is in the trajectory of these mathematical educators that the field builds and deconstructs the idea of the feminine.
The object of investigation of this research are the trajectories of women mathematics educators in the state of Paraná. These are teachers who were promoting and propelling agents in the teaching of Mathematics and Mathematics Education as a movement and research field in Paraná. We work with Oral History as a qualitative research methodology to generate the historical sources of this research. Faced with the narratives of eight collaborators, obtained through interviews, we traced the research's guiding question: Which idea of female mathematics education helped to build or deconstruct? Based on this question, we have two specific objectives: (1) weaving understandings about the meanings produced by mathematics educators in their narratives about their experiences and confrontations in relation to the gender marks that permeate their lives and trajectories in teaching, and (2) weaving understandings about the relationship between these confrontations and the process of feminization of teaching in the state of Paraná. We risked writing in a diary with potential, in a feminine and subjective writing. In these fragments we invent some understandings of how we think that mathematics education was a space to produce transgressions, build or deconstruct the socially imposed idea of the feminine. We understand that many teachers were privileged, but, in any case, these teachers subverted systems and were able to occupy spaces that were not intended for a woman. Even in the classroom, a feminized place, they were able to transgress rules and do different from what was imposed, when they had to so difficult to reconcile professional life and childcare, when they occupied hierarchical spaces in higher education and were essential for the institution of graduate programs in mathematics education in the state of Paraná. In the state of Paraná, the participation of mathematics educators was decisive for the constitution of a movement to think about Mathematics Education, and the interviews tell us a lot about this: this area was also promoted and thought through by women. And when we think about the construction of this field institutionally, it is in the trajectory of these mathematical educators that the field builds and deconstructs the idea of the feminine.
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Palavras-chave
Educação Matemática, Estudos de gênero, Feminização do magistério, História da Educação Matemática, História oral, Feminization of the magisterium, Gender studies, Mathematics Education, Oral History