Cartas pedagógicas: masculinidades e escola
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Data
2021-06-11
Autores
Souza, Igor Neves de
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O gênero como categoria de análise neste trabalho é compreendido por um viés construcionista, isto é, uma estrutura social histórica e mutável que apresenta relações íntimas entre corpo, sexualidade e as diferentes relações de poder que atravessam estes corpos. Nesta perspectiva, os espaços sociais, sobretudo as estruturas institucionais estão inseridos em uma ordem de gênero, um sistema normativo e desigual que atua sobre todos os indivíduos em diferentes escalas e profundidades. A escola, como instituição normalizadora, está inscrita nesta dinâmica de forma que seu ambiente é responsável por vigiar, punir e reproduzir preconceitos, estereótipos e desigualdades de gênero. Sendo assim, se faz necessário a ampliação do debate e a compreensão da complexidade em torno destas temáticas, com especial olhar sobre a prática docente do professor homem e suas possíveis relações com as construções de subjetividade da masculinidade hegemônica. Dada a natureza política e social da temática, buscou-se gênero textual capaz de suscitar discussões por meio da promoção de diálogo com público amplo e que articulasse posicionamento político e intencionalidade pedagógica com potencial sensibilizador. Dessa forma optou-se por uma escrita epistolar, especificamente cartas pedagógicas, devido ao seu caráter popular, potência e legado político. Portanto, essa dissertação tem como objetivo específico identificar e problematizar questões de gênero e masculinidades na escola, ao retomar algumas lembranças de minha trajetória formativa no sistema educacional, bem como de transgredir a estrutura de escrita acadêmica hegemônica ao utilizar o gênero textual cartas pedagógicas, ao passo que articula escrita científica, epistolar e literária, constituindo assim uma dissertação-epistolar-literária. A contar daí, devido ao caráter narrativo, formativo e reflexivo das cartas pedagógicas, bem como as limitações decorrentes do cenário pandêmico no Brasil, foram utilizadas memórias do próprio autor como base e fio condutor para a escrita das missivas em articulação com a produção científica da área. A partir do apresentado foi possível corroborar a importância formativa das produção de cartas, sobretudo no potencial uso na formação e sensibilização de professores, possibilitando um entendimento crítico e consciente de temáticas como gênero na prática educativa. Neste caminho, foi possível reconhecer o gênero como categoria estruturante nas dinâmicas sociais, bem como desvelar práticas, preconceitos e construções generificadas nas práticas formativas, oferecendo importante reflexão sob como se constroem as masculinidades hegemônicas na escola de forma a se perpetuar nos processos formativos.
Gender as a category of analysis in this work is understood by a constructionist bias, that is, a historical and changing social structure that presents intimate relations between body, sexuality and as different power relations that cross these bodies. In this perspective, social spaces, especially as institutional structures are inserted in a gender order, a normative and unequal system that acts on all different scales and depths. The school, as a normalizing institution, is inscribed in this dynamic so that its environment is responsible for monitoring, punishing and reproducing prejudices, stereotypes and gender inequalities. Thus, it is necessary to broaden the debate and understand the complexity around these themes, with a special look at the teaching practice of the male teacher and its possible relations with the subjectivity constructions of hegemonic masculinity. Given the political and social nature of the theme, a textual genre capable of raising discussions through the promotion of dialogue with a wide audience and that articulated political positioning and pedagogical intentionality with sensitizing potential was sought. In this way, we opted for an epistolary writing, specifically pedagogical letters, due to its popular character, power and political legacy. Therefore, this dissertation has the specific objective of identifying and problematizing issues of gender and masculinities in school, by resuming some memories of my formative trajectory in the educational system, as well as transgressing the hegemonic academic writing structure by using the textual pedagogical genre, while whereas it articulates scientific, epistolary and literary writing, thus constituting a dissertation-epistolary-literary. From there, due to the narrative, formative and reflective character of the pedagogical letters, as well as the limitations resulting from the pandemic scenario in Brazil, the author's own memories were used as the basis and guideline for the writing of the missives in articulation with the scientific production of area. From what was presented, it was possible to corroborate the formative importance of letter production, especially in the potential use in the training and awareness of teachers, enabling a critical and conscious understanding of themes such as gender in educational practice. In this way, it was possible to recognize gender as a structuring category in social dynamics, as well as unveiling practices, prejudices and gendered constructions in formative practices, offering an important reflection on how hegemonic masculinities are built in school in order to perpetuate themselves in formative processes.
Gender as a category of analysis in this work is understood by a constructionist bias, that is, a historical and changing social structure that presents intimate relations between body, sexuality and as different power relations that cross these bodies. In this perspective, social spaces, especially as institutional structures are inserted in a gender order, a normative and unequal system that acts on all different scales and depths. The school, as a normalizing institution, is inscribed in this dynamic so that its environment is responsible for monitoring, punishing and reproducing prejudices, stereotypes and gender inequalities. Thus, it is necessary to broaden the debate and understand the complexity around these themes, with a special look at the teaching practice of the male teacher and its possible relations with the subjectivity constructions of hegemonic masculinity. Given the political and social nature of the theme, a textual genre capable of raising discussions through the promotion of dialogue with a wide audience and that articulated political positioning and pedagogical intentionality with sensitizing potential was sought. In this way, we opted for an epistolary writing, specifically pedagogical letters, due to its popular character, power and political legacy. Therefore, this dissertation has the specific objective of identifying and problematizing issues of gender and masculinities in school, by resuming some memories of my formative trajectory in the educational system, as well as transgressing the hegemonic academic writing structure by using the textual pedagogical genre, while whereas it articulates scientific, epistolary and literary writing, thus constituting a dissertation-epistolary-literary. From there, due to the narrative, formative and reflective character of the pedagogical letters, as well as the limitations resulting from the pandemic scenario in Brazil, the author's own memories were used as the basis and guideline for the writing of the missives in articulation with the scientific production of area. From what was presented, it was possible to corroborate the formative importance of letter production, especially in the potential use in the training and awareness of teachers, enabling a critical and conscious understanding of themes such as gender in educational practice. In this way, it was possible to recognize gender as a structuring category in social dynamics, as well as unveiling practices, prejudices and gendered constructions in formative practices, offering an important reflection on how hegemonic masculinities are built in school in order to perpetuate themselves in formative processes.
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Palavras-chave
Professores formação, Gênero, Sexualidade, Cartas, Masculinidades, Teacher training, Gender, Sexuality, Letters, Masculinities