MACIEL, P. R. F.; http://lattes.cnpq.br/4131299884918908; MACIEL, Pollyanne Rachel Fernandes.
Resumen:
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.