O neoconservadorismo no Brasil e as tensões relativas á discussão da categoria‘gênero’ no âmbito escolar.

Abstract

The central idea of the present thesis is that a double and paradoxical movement has been established regarding the theme of gender relations, at the level of the surrounding society and in the school space, corresponding to the injunctions of increasing conservative pressure for its silencing and claiming efforts for the broad discussion towards the production of gender asymmetry. We aim to focus on the dilemmatic space engendered by the liminality and tension created between the aforementioned directions. The theoretical perspective adopted in this work combines the debate on educational public policies, from a cognitivist perspective, the phenomenon of neoconservadorism and its effects on the circulating conceptions in the social space about gender relations. The approach to the cleavages that are involved in school actors - managers, teachers, students - in relation to the ways in which they are called upon to confront gender relations as a theme to be discussed by the school - will also be made based on theory of the interface between intersecting social fields, as formulated by Pierre Bourdieu, based on the reflection that this author makes on the relationship between fields such as those of Politics, Religion and Education; as well as on the functioning of the school as a space for the reproduction / questioning of society. The research methodology for the thesis combined the analysis of documents in which public policies for teaching at fundamental and secondary levels in Brazil are inscribed, in its proposal to focus on issues related to gender relations; the holding of focus groups on the theme of gender, involving participants from a school community in Campina Grande / PB; conducting semi-structured interviews with the management team of this school about their experiences and concepts regarding the ways of dealing with elements related to the focus of gender relations in the school space; and direct observation in that space. Thus, we focus on the influences exerted by global social norms on social behaviors and public policies. The neoconservative discourses that proliferate in Brazilian education, in the current context, reinforce binary and heteronormative positions of gender, in addition to preventing the implementation of public education policies aimed at the insertion of the themes of gender and sexuality in the school context. However, the ideas linked to the neoconservative groups are confronted with ideas and discourses that act questioning and challenging educational practices that reproduce naturalized hierarchies and relations of domination, swelling and haunting not only conservative Christian or secular groups, but the paradise of projects of a supposedly uniform and universal education.