Masculinidades e o ensino de filosofia: o papel da escola na formação de jovens não violentos/as.

Abstract

Recently published data from the 2024 Brazilian Public Security Yearbook reveals shocking figures about the epidemic of violence in Brazil. A closer look at these figures reveals a harsh and cruel reality: violence in our country has a gendered profile. It is, in most cases, perpetrated by men, spans all stages of life, affecting various groups of people, and the main perpetrators are men, who violate each other, themselves, and women. In this sense, as a Basic Education teacher, we developed our research, which is linked to the Graduate Program in Philosophy (PROF-FILO), to address this social and educational problem. The overall objective is to understand how schools, through the teaching of Philosophy, can contribute to the formation of nonviolent masculinities, promoting gender equality and a culture of nonviolence. To achieve our primary objective, we intend to: discuss masculinities formed by patriarchy and heteronormative dictates, conceived as a preponderant factor in the promotion of gender inequality; contribute, through the teaching of philosophy, to the construction of a culture of nonviolence against women and men in the school environment; To develop an Educational Primer, articulated with the skills and competencies of the BNCC (National Convention on the National Curricular Framework) and the proposal for the new high school, focusing on promoting gender equality and the formation of masculinities, discussing to what extent certain meanings of this concept can foster a culture of violence against women and even against men—whose lifestyles contradict heteronormative dictates. As a theoretical framework for this research, we sought to problematize the theme of masculinities based on philosophical authors such as Simone de Beauvoir, Judith Butler, Paul B. Preciado, and bell hooks, forming the philosophical conceptual basis of the study. In the educational context, following the example of Guacira Lopes Louro, we discussed the concept of gender as a category of analysis. Regarding Philosophy Education, we used articles published in the Digital Journal PROBLEMATA of the Federal University of Paraíba (UFPB), in a special dossier organized by Prof-Filo's teaching philosophers, Flávio de Carvalho and Valter Ferreira Rodrigues, addressing the interface between Philosophy Teaching and gender issues. Our guiding question is: Can education, through the teaching of Philosophy, contribute to the formation of nonviolent masculinities? As a research hypothesis, to address this social and educational problem, we argue that it is important to address gender issues with students, fostering in them awareness and the practice of respect for all ways of living and existing. Philosophy education can serve as a powerful tool for the development of these nonviolent young people. The methodological approach of this study was developed based on a qualitative approach. It is exploratory and explanatory in nature. The subjects of this research were second year students at ECITE Jornalista José Leal Ramos, located in the municipality of São João do Cariri, Paraíba. We used an open-ended questionnaire to collect data, which were analyzed using Foucauldian discourse analysis. The research results indicate that Philosophy education in high schools can serve as a powerful tool in the development of nonviolent masculinities, contributing to the fostering of awareness and the practice of respect for all ways of living and existing.