Igualdade de gênero nas escolas: perspectivas de professores do ensino fundamental.

Abstract

Introduction: The theme of gender equality brings with it a history of struggles for female independence within the plural context of society. Gender inequality runs through this historical context, having as a factor the patriarchal and predominantly macho social constructions. The school environment of basic education, therefore, becomes a space of learning and inclusive democracy, strengthening non-discriminatory and non-prejudiced practices and respect for differences and diversity. Objectives: This work has the general objective of understanding the perspectives of teachers about the promotion of gender equality in schools. And specific objective, identify the challenges and expectations for the promotion of gender equality in schools. Methodology: The work was conducted through an exploratory and descriptive research, with a qualitative approach, supported by the realization of semi-structured interviews with teachers of basic education of elementary school II of a municipality of Curimataú paraiban. Results: The reports showed that the teachers understand that the cultural and religious influence contributes expressively to the dissemination of excluding practices in the educational environment, and that the family relationship should be a preponderant aspect for the deconstruction of such behaviors. Conclusions: It was noticed that the teachers lack training on gender issues, due to the absence of this aspect in their social construction. Moreover, omissive and sexist behaviors were identified, which contribute to the exclusion and deprivation of social freedom. Therefore, the practice of critical and reflective knowledge becomes necessary in order to achieve a respectful and democratic coexistence in the school environment.