Personagens transgressoras das animações infantis: gênero e protagonismo feminino nos espaços de formação pedagógica

Abstract

The construction of social views of gender is intertwined with history, culture and sociability relations. Del Priore (2014) argues that the effects of meanings that permeate them result from the standardization of ideal profiles for boys and girls, men and women, created by the ideas of patriarchal society and which require an education that opposes discrimination and inequality. In view of the above, this research focuses on this context in order to contribute to studies in the field of education in its genre interfaces, based on the pedagogical appropriation of film narratives in the classroom, especially the animations “Valente” (2010 ) and “The Princess and the Frog” (2009). The locus of observation refers to the Joventino Batista Monteiro Municipal School, belonging to the city of Esperança-PB, in order to problematize the understanding and construction of gender roles among students in a 5th year class of Elementary School I. The specific objectives that guide the research are formulated as follows: to study the relationship between gender and education; understand the concept of gender in its sociocultural bias and its representations (Chartier, 1991; Hall, 2016); verify everyday school situations that signal gender differences (Silva, 2014); point out the relevance of appropriating audiovisual in the classroom not only as a pedagogical resource, but as a tool for training and building knowledge; select and contextualize children's film narratives (animations) that enable the discussion of female protagonism; develop pedagogical activities that aim to deconstruct conditions that accentuate gender inequalities; develop a didactic module, for the purpose of an Educational Product, with the purpose of discussing gender equality at school, based on the analysis of these film narratives that focus on female empowerment in a playful and attractive way. The study hypothesis is based on the idea that female gender representations in the school space are impacted by male conditioning, making the classroom a suitable space for education in favor of equality. In this sense, activities are proposed, such as: exhibition of animations in order to provoke questions and inquiries about the characters' behaviors; analysis of texts that address gender equality; games between boys and girls that generate connections with the problem, producing reflections and knowledge about gender from the classroom environment. From a theoretical point of view, the contributions of Paechter (2009 apud Carvalho, 2015) are privileged through conceptual discussions on the construction of femininity and masculinity; the stigmas of the masculine (Albuquerque Júnior, 2013); the perception of the construction of gender in educational environments, based on Louro (2000, 2007, 2008, 2014); the analysis of gender relations according to the theoretical position of Bourdieu (2021), Scott (1995), Butler (2021), among other authors. The perspective is defended that addressing and discussing gender at school means questioning behaviors and conduct attributed to men and women based on biological sex resulting from cultural conditioning. The results obtained in this study seek to confirm that it is possible to encourage the deconstruction of discriminatory stereotypes that reproduce gender inequalities in our society and that, sometimes, segregate social subjects through the use of film narratives. The Didactic Module and the insights achieved in this research will be made available to the school and its members, as well as to the entire municipal education network, with the aim of disseminating knowledge and bringing contributions so that other professionals can make use of this material.