Ensino, Educação Básica e Formação de Professores

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Programa de Pós-Graduação Ensino, Educação Básica e Formação de Professores

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Navegando Ensino, Educação Básica e Formação de Professores por Assunto "Anti-patriarchal education"

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    Vamos falar de gênero? O papel social da mulher na perspectiva dos estudantes do ensino médio de uma escola estadual
    (Universidade Federal do Espírito Santo, 2025-10-09) Oliveira, Samira Polegario; Bregonci, Aline de Menezes; https://orcid.org/0000-0002-9524-9815; http://lattes.cnpq.br/3512763662094305; https://orcid.org/0009-0007-0493-7924; http://lattes.cnpq.br/5201174793877452; Meira, Ana Cláudia Hebling; https://orcid.org/0000-0001-8848-6903; http://lattes.cnpq.br/7971806472494167; Soares, Sarah Vervloet; https://orcid.org/0009-0008-2689-3800; http://lattes.cnpq.br/
    By proposing to research gender inequalities in High School, I aimed to understand the narratives and relationships that are forming among the students. I intended, through conducting an intervention with the students of a high school on issues of gender-based violence, to enable new constructions and moments of reflection with the students. The work has an exploratory nature, qualitative in approach, through participant observation. It was carried out at a public state school in Espírito Santo, EEEFM Leopoldino Rocha, in Itapemirim/ES, with two classes of the 3rd year of high school, totaling 64 students, using the collaborative-critical action research methodology. The practice was built and shaped through day-to-day experiences over a period of two months, with a duration of two hours per week, during biology classes. Initially, I conducted a familiarization with the school and made initial observations with the classes. Subsequently, with these participants, we identified the problems related to the research topic. In this way, the data were constructed and the documented records were shared with the students during class, in the moments of the discussion circle. The results show that the students, for the most part, continue to reproduce sexist and violent discourses within the school, as well as their understandings and constructions regarding gender and relations of inequality became clear during the dialogued meetings. The authors Saffioti (1976), Davis (2016; 2017), and hooks (2013) contributed to the theoretical foundation that supported the discussion circles and this work. We emphasize that sexist and chauvinistic behaviors are commonplace, both inside and outside of school and in the digital world. In light of these facts, we recognize that the path toward a more just education and society should be walked through the discussion and reflection on everyday issues conducted with young people in the proposed intervention. The school needs to be open to addressing the topic and prepare students for this dialogue, as foreseen in the State curriculum.