Os sentidos subjetivos atribuídos por professores à masculinidade: reflexões sobre o contexto escolar

Abstract

The present study favors the view that subjects and processes are historically and socially constituted, even conceptions apparently taken as natural, like the constitution of masculinities and femininities. This study is based on this vision to think about gender impositions in the school context, emphasizing the experiences of teachers. The general objective of the research was to reflect on the meanings attributed by cisgender male teachers to masculinity and its relationship with the school context in the city of Boa Vista – RR. As specific objectives I sought: 1) to know the gender expression of cisgender male teachers; 2) understand how gender relations work at school from the perspective of teachers; 3) analyze the possibilities of deconstructing hegemonic masculinities in the educational context; 4) Reflect on the limitations of gender and masculinity discussions in the school context. To do so, the assumptions of Historical-Cultural Psychology were used as a basis for a theoretical approach, then an integrative literature review was built, focused on the impact of hegemonic masculinity in the school context using the theories of gender studies. Then, a qualitative field research was carried out, based on narrative interviews with seven male school teachers. The data produced were analyzed in the light of the constructive-interpretative character with the construction of indicators and meaning cores, a process that took place through the dialogue between historical-cultural psychology and gender studies. The present dissertation research allowed advancing in the reflection of the constitution of masculinity and its relationship with the school context, thinking from the meanings attributed by teachers of basic education. As a result, an important relationship was noted between the production of male subjectivities within the school, they are determinant and determined relationships. In general, professors who distance themselves the most from hegemonic masculinity seem to problematize it more. In this way, the study made it possible to illuminate important reflections about the constitution of masculinity and its expression in the school contexto. Both in the sense of denouncing the importance of opening spaces for dialogue, and in the sense of demonstrating what is already happening informally in the interactions between subjects, in the concrete reality of the school.