O Livro de Aço: um jogo de cartas representativo sobre as heroínas do Brasil para versar sobre as relações de gênero e a história das mulheres
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Data
2022-02-18
Autores
Rodrigues, Lillian Salatini Mauricio
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Ao longo da história do Brasil, as diversas sociedades existentes contam e perpetuam memórias da história por meio da cooperação entre aqueles que buscam dominar as estruturas de poder e conhecimento com a escrita da história, baseando-se em critérios estabelecidos pela ideologia das classes dominantes. A escola de Annales foi um movimento de grande importância e relevância para historiografia contemporânea, pois revolucionou a escrita, a leitura e a concepção de fontes históricas, incluindo o estudo das mulheres em pauta. Ao compreender gênero como categoria de análise admite-se a relação entre gênero e poder e a necessidade de organizar a percepção histórica para além das construções sociais e padronizações, percebendo as nuances entre raça, gênero e classe sociais. Nesse sentido, o ensino da história do Brasil nas escolas deve resgatar a perspectiva histórica das mulheres, tendo em vista que a relação de gênero é uma categoria importante para análise dos eventos históricos, observando os diferentes aspectos conceituais de ideologia para compreender como está materializada nas escolas, tal como hoje ocorre com grupos ultraconservadores radicais que polarizam as discussões de gênero para reproduzir seus próprios valores ideológicos. Desta maneira, o presente estudo, de natureza aplicada, objetivou desenvolver um jogo de cartas sobre as heroínas da pátria brasileira inscritas ou indicadas no Livro de Aço dos Heróis e Heroínas da Pátria como estratégia de inserção das temáticas de relação de gênero e no planejamento de aulas. Em relação à metodologia, consiste em uma pesquisa ação qualitativa, em que participaram 4 professores e 55 alunos do ensino fundamental – anos finais – e ensino médio. Aplicaram-se 3 questionários, 2 com os alunos e 1 com os professores, com questões abertas e fechadas e testou-se o jogo “O Livro de Aço”. A análise dos resultados permite afirmar que de modo geral não há conhecimento prévio dos alunos sobre as personalidades históricas presentes nas cartas, enquanto que os professores, ainda que também conheçam pouco sobre o tema, admitem a importância e possibilidade de trabalhá-lo em sala de aula utilizando o jogo. Outrossim, os alunos validaram positivamente o jogo, o que indica ser uma boa estratégia pedagógica. Em função das respostas da avaliação do jogo, conclui-se que o protótipo final do jogo foi validado positivamente pelos alunos. Dessa forma, o ideal seria que o jogo pudesse fazer parte do planejamento multidisciplinar por uma abordagem curricular transversal versando sobre relações de gênero e história das mulheres de forma multidisciplinar.
Throughout history of Brazil, the various existing societies tell and perpetuate memories of the history through cooperation between those who seek to dominate the structures of power and knowledge with the writing of history, based on criteria established by the ideology of the ruling classes. The Annales school was a movement of great importance and relevance for contemporary historiography, as it revolutionized writing, reading and the conception of historical sources, including the study of women in question. Understanding gender as a category of analysis admits the relationship between gender and power and the need to organize historical perception beyond social constructions and standardizations, perceiving the nuances between race, gender and social class. In this sense, the teaching of Brazilian history in schools must rescue the historical perspective of women, considering that the gender relationship is an important category for the analysis of historical events, observing the different conceptual aspects of ideology to understand how it is materialized in the schools, as is the case today with radical ultraconservative groups that polarize gender discussions to reproduce their own ideological values. In this way, the present study of an applied nature aimed to develop a card game about the heroines of the homeland inscribed or indicated in the Book of Steel of Heroes and Heroines of the Homeland as a strategy for the insertion of gender relationship themes and in lesson planning. Regarding the methodology, it consists of a qualitative action research, in which 4 teachers and 55 students from elementary school – final years – and high school participated in it. 3 questionnaires were applied, 2 with the students and 1 with the teachers, with open and closed questions and the game “O Livro de Aço” was tested. The analysis of the results allows us to affirm that, in general, there is no prior knowledge of the students about the historical personalities present in the letters, and the teachers also know little about the subject, but admit the importance and possibility of working it in the classroom using the game. Furthermore, the students positively validated the game, which indicates that it is a good pedagogical strategy. Based on the responses of the game evaluation, it is concluded that the final prototype of the game was positively validated by the students. Thus, the ideal would be for the game to be part of multidisciplinary planning through a cross-curricular approach dealing with gender relations and women's history in a multidisciplinary way.
Throughout history of Brazil, the various existing societies tell and perpetuate memories of the history through cooperation between those who seek to dominate the structures of power and knowledge with the writing of history, based on criteria established by the ideology of the ruling classes. The Annales school was a movement of great importance and relevance for contemporary historiography, as it revolutionized writing, reading and the conception of historical sources, including the study of women in question. Understanding gender as a category of analysis admits the relationship between gender and power and the need to organize historical perception beyond social constructions and standardizations, perceiving the nuances between race, gender and social class. In this sense, the teaching of Brazilian history in schools must rescue the historical perspective of women, considering that the gender relationship is an important category for the analysis of historical events, observing the different conceptual aspects of ideology to understand how it is materialized in the schools, as is the case today with radical ultraconservative groups that polarize gender discussions to reproduce their own ideological values. In this way, the present study of an applied nature aimed to develop a card game about the heroines of the homeland inscribed or indicated in the Book of Steel of Heroes and Heroines of the Homeland as a strategy for the insertion of gender relationship themes and in lesson planning. Regarding the methodology, it consists of a qualitative action research, in which 4 teachers and 55 students from elementary school – final years – and high school participated in it. 3 questionnaires were applied, 2 with the students and 1 with the teachers, with open and closed questions and the game “O Livro de Aço” was tested. The analysis of the results allows us to affirm that, in general, there is no prior knowledge of the students about the historical personalities present in the letters, and the teachers also know little about the subject, but admit the importance and possibility of working it in the classroom using the game. Furthermore, the students positively validated the game, which indicates that it is a good pedagogical strategy. Based on the responses of the game evaluation, it is concluded that the final prototype of the game was positively validated by the students. Thus, the ideal would be for the game to be part of multidisciplinary planning through a cross-curricular approach dealing with gender relations and women's history in a multidisciplinary way.
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Palavras-chave
Ideologia de gênero, Feminismo, Feminismo e educação, Feminism and education, Ideology, Identidade de gênero na educação, Gender identity in education, Educação sexual para mulheres, Sex instruction for women, Educação sexual para crianças, Mulheres História, Women History, Jogos no ensino de história, Heróis, Jogos, Jogos educativos