Gênero e currículo: um movimento de (des)construção

Abstract

The studies for the realization of this dissertation are contextualized in the epistemological field of curriculum and intend to address gender issues in the context of practice. Therefore, it was considered the prospect of Elizabeth Macedo, who understands the curriculum as a space/time border and enunciation of meanings. The research sought to emphasize that meanings of sex, gender and identities are assigned and are shown in curricular practice of professionals working in the final series of the second upper elementary school (8th and 9th ) in a private school located in the municipality of Rio de Janeiro which announces a gender-neutral position in its political - pedagogical project . The analysis aimed to show ways of construction and deconstruction of concepts that attempt to establish gender identities, believing the fragility of these fixations, considering that the identities are in a constant state of fluidity. For further reflection, beyond the dialogue with the theoretical field of curriculum, the work included the theoretical articulation and dialogue with queer studies to address issues of gender and identification processes, especially with Judith Butler and Guacira Lopes Louro. The methodology used for the elaboration of the work relied on semi - structured interviews with school personnel (teachers, director and coordinator). The statements of interviewees pointed to the difficulty of working on gender issues, but at the same time indicated the signaling cues for denaturalization of gender identities, highlighting heteronormativity and considering different ways of living sexualities. The study intended to pave the way for the understanding that gender differences are not limited to binary schemes wishing that operate with fixed dichotomous oppositions, but that they move according to the movements of the numerous contingent of differentiation processes, producing identities.