Gênero e Políticas Públicas de formação docente: quais as percepções de estudantes do curso de Pedagogia da UFAM acerca da temática?

Abstract

This Master's Thesis is part of Research Line 1 – Education, State and Society in the Amazon of the Postgraduate Program in Education at the Federal University of Amazonas (PPGE/UFAM). According to the Law of Guidelines and Bases of National Education (Brazil, 1996), initial training at a higher level is a basic requirement for teachers to be able to work in Basic Education, the Degree Courses represent the significant moment in the training process in which there is contact with scientific and social foundations that will support professional pedagogical performance. In Brazil, Education is constituted through legal provisions that regulate the actions of the Brazilian Education System, as well as teacher education, therefore, this research seeks to reflect on how the theme of gender has been (or not) included in Policies Public of teacher education, our research problem is based on the assumption that if the theme of gender is not included in these policies, it will hardly be part of the Pedagogical Projects of Pedagogy Courses, which implies few discussions of gender in Basic Education, with teachers already trained and unconcerned with the topic, without being able to contribute to a more just and egalitarian society. The general objective of the research is to analyze the perceptions of final year students of the Full Degree Course in Pedagogy at the Faculty of Education (FACED) at the Federal University of Amazonas (UFAM) regarding the topic of gender. The specific objectives are: 1. To problematize the categories of gender and teacher training based on a bibliographic review; 2. Identify what official documents on teacher training point out regarding gender discussions; 3. Reflect on the role of the Education, Human Rights and Diversity discipline in the training of final year students of the Pedagogy Course at FACED/UFAM, through the analysis of focus groups. Starting from the foundations of qualitative research (John Creswell, 2007; 2014), the methodological procedures selected are: bibliographic review, based on Decolonial Feminist Epistemology, represented by the authors Chimamanda Adichie (2019), Patricia Collins and Sirma Bilge (2021), Lélia Gonzalez (1984), bell hooks ( 2019), Françoise Vergès (2020), among others and based on the field of Gender Studies from authors such as Guacira Louro (2001), among others, in addition, we reflect on gender stereotypes through by Pierre Bourdieu (2010a; 2010b); analysis of official documents, using Content Analysis by Laurence Bardin (2016); focus group, with the participation of final year students of the Pedagogy Course at FACED/UFAM, the data constructed were also analyzed using Content Analysis by Laurence Bardin (2016). As final results, we point out that the inclusion of gender issues in Public Policies for teacher education does not guarantee that discussions will be held in Degree Courses, but it does ensure the legitimacy of the approach.