Políticas públicas educacionais que amparam práticas pedagógicas que versam sobre a valorização da mulher no estado do Amazonas

Abstract

The present research addresses the educational public policies that support pedagogical practices aimed at valuing women in the State of Amazonas. The research was developed in the Graduate Program in the Teaching of Sciences and Humanities (PPGECH) at the Federal University of Amazonas - UFAM, Humaitá Unit - IEAA. It starts from the following question: In what way have public educational policies been guiding pedagogical practices for female empowerment in schools? The general objective is to analyze if/how the educational policies aimed at women have strengthened and guided the pedagogical practices that aim at female empowerment, based on the analysis of the Roxana Bonessi Monument project. The specific objectives are to map the Educational Policies aimed at the feminine gender in the Brazilian educational scenario, taking into account the policies considered as macro (national scope) and micro (state and local); discuss how these policies guide the pedagogical actions of teachers in the public network of Amazonas; and reflect on whether the pedagogical practices developed by teachers are aligned with these policies, having as a reflection point the analysis of the interdisciplinary project Monument Roxana Bonessi. The theoretical approaches are related to the concepts of public policies and pedagogical practices Denise and Franco (2016); female empowerment Berth (2020), relations of subalternity, patriarchy and processes of resistance and valorization of women, Akotirene (2020); performativity of the body, Louro (2007) and identity production, Silva (2014). The methodological support is based on the post-critical methodology in Education, based on authors who move between the "Post" prefix fields brought by Meyer and Paradise (2012) and who somehow deal with the concepts of gender, female empowerment and education. The approach is qualitative and the data production is based on bibliographic and documental analysis. The results show that it is still possible to notice a silencing of the school in front of the problems related to the inferiorization of women, pointing out markers of gender, race, and class; that the school needs to position itself so that the education offered promotes equal conditions of access, permanence, and development of competences and abilities of women; that public educational policies do not clearly guide how teachers can deal with the problems caused by gender issues; that the feminist movement has been an important ally in the insertion of the gender agenda in educational policies and in the fight against the advance of conservatism in the treatment of sexuality issues in official documents. It was also perceived that it is possible to address issues related to women's empowerment from interdisciplinary and articulated pedagogical practices that dialogue with the guidelines of the legislation in line with issues of everyday life of the school community.