Identidade Feminina nos materiais pedagógicos oficiais: aproximações entre semiótica e ensino
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2023-12-15
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Universidade Estadual Paulista (Unesp)
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O presente trabalho tem como objetivo refletir sobre como é construída a identidade do feminino no Ensino de Língua Portuguesa da Escola Básica (Ensino Fundamental II), tendo como ponto de partida o estudo de materiais didáticos oficiais utilizados na rede estadual de São Paulo, denominados Cadernos do Aluno de Língua Portuguesa. Neles, parece haver uma ampliação da desigualdade entre o feminino e o masculino na dimensão figurativa e temática: para além do recorte social, racial e linguístico - o recorte de gênero. Nesse cenário, a hipótese que guia nossa pesquisa é a de que os Cadernos, no que concerne ao ensino de literatura, não incorporam esses valores e, no que se refere a um ideário feminino, silenciam, se omitem ou mantém preconceitos profundamente enraizados na nossa sociedade, a partir de estratégias discursivas que apontam para posicionamentos de base política e ideológica que os distanciam dos ODS da ONU (2018), em especial o Objetivo 5, que prevê “alcançar a igualdade de gênero e empoderar todas as mulheres e meninas” e o Objetivo 4 que prevê “eliminar as disparidades de gênero na educação”. A pesquisa é fundamentada na semiótica francesa, com destaque (1) às reflexões de Fiorin sobre discurso e ideologia; figurativização e tematização, às de (2) Barros acerca de percurso gerativo, às de (3) Schwartzmann sobre texto, discurso e cultura, com um aporte das reflexões de Silvia Federici sobre os discursos sobre a mulher e gênero e trabalho.
The present research work aims to reflect on how female identity is constructed in Portuguese Language Teaching at Basic Schools (Elementary Education II), taking as a starting point the study of official teaching materials used in the state network of São Paulo, called Portuguese Language Student Notebooks, in them, there seems to be an expansion of the inequality between the feminine and the masculine in the figurative and thematic dimension: in addition to the social, racial and linguistic perspective - the gender perspective. In this scenario, the hypothesis that guides our research is that Cadernos, when it comes to teaching literature, does not incorporate these values and, when it comes to feminine ideas, they silence, omit or maintain deeply rooted prejudices in our culture. society, based on discursive strategies that point to political and ideological positions that distance them from the UN SDGs (2018), especially Goal 5, which envisages “achieving gender equality and empowering all women and girls” and Objective 4 which provides for “eliminating gender disparities in education”. The research will be based on French semiotics, with emphasis on (1) Fiorin's reflections on discourse and ideology; figurativization and thematization, to those of (2) Barros on the generative path, to those of (3) Schwartzmann on text, discourse and culture with a contribution from Silvia Federici's reflections on discourses about women and gender and work
The present research work aims to reflect on how female identity is constructed in Portuguese Language Teaching at Basic Schools (Elementary Education II), taking as a starting point the study of official teaching materials used in the state network of São Paulo, called Portuguese Language Student Notebooks, in them, there seems to be an expansion of the inequality between the feminine and the masculine in the figurative and thematic dimension: in addition to the social, racial and linguistic perspective - the gender perspective. In this scenario, the hypothesis that guides our research is that Cadernos, when it comes to teaching literature, does not incorporate these values and, when it comes to feminine ideas, they silence, omit or maintain deeply rooted prejudices in our culture. society, based on discursive strategies that point to political and ideological positions that distance them from the UN SDGs (2018), especially Goal 5, which envisages “achieving gender equality and empowering all women and girls” and Objective 4 which provides for “eliminating gender disparities in education”. The research will be based on French semiotics, with emphasis on (1) Fiorin's reflections on discourse and ideology; figurativization and thematization, to those of (2) Barros on the generative path, to those of (3) Schwartzmann on text, discourse and culture with a contribution from Silvia Federici's reflections on discourses about women and gender and work
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Caderno do aluno, Student notebook, Feminino, Semiótica, Feminine, Semiotics