A prática do ensino de Geografia em escolas do Município de Lagoa Seca - PB e a questão de gênero.

Abstract

Gender relations develop highly unevenly and discriminatory in socio-spatial perspective, because they arise from a sexist, conservative, bourgeois and segregationist religion-based society that imposes, mainly for women, unbalanced and illogical rules. Many individuals understand the need of change in such plural and anti-plural society, and fight for these changes to happen. However, we must mention that, as expected from a theme that is still a taboo, even with all changes society has been through, there are still prejudices arising from misinformation and this is also applied to school space and educators. From these relations, usually naturalized and related to others factors, result psychological and physical violence to the part of population that do not attend these preconceived standards. In this sense, taking school as an environment where socio-spatial relationships take place and where should have citizen training available, we highlight the importance of the existence of assessments and reflections on gender relations inside classroom, specially in School geography. In this context, this research sought to analyze how/if Geography teachers from two public schools of Lagoa Seca/PB work such issues in their classes, based on School geography, and also make a brief analysis on gender relations in the course of time and the legal aspects about this theme. To achieve it, it has been used qualitative methodology by using semi structured interview of Geography academic staff, and its administration, aiming to know if they had already made room for discussions about this matter in their classes or in school environment. This way, we recognized many changes in school environment about themes that approaches minorities and diversity, and it could not be different about gender relations. However, there are those who argue that this is a role of the school and others who say that this is a family function. In addition, sexist and prejudiced comments made by others segments of school when they know upon the research exposes how much school space is still permeated with misogyny, homophobia and segregation. Therefore, more than ever, Geography and, specifically, School geography cannot shy away from maximizing this debate, in search of building a less discriminatory and exclusionary society.