Discussões de gênero no campo da pedagogia: dissidências entre currículo e formação docente

Abstract

The inclusion of gender diversity in the Pedagogy curriculum has profound implications for the training of future education professionals. It provides the opportunity to raise students' awareness about the complexities of gender identities, deconstructing stereotypes, prejudices and discrimination in the educational environment. Given the relevance of the theme, the general objective of this dissertation is to analyze gender discussions in the field of Pedagogy, emphasizing the relationships between curriculum and teacher training, based on the conceptions of students on the Pedagogy course at UEPB – Campus I. As a route methodological, we adopted mixed methods research, making use of action research and survey research. To construct the theoretical framework, we anchored ourselves in authors such as Louro (1999), Butler (2003), Silva (2009), Larrosa (2014), Brasil (2018), Freire (2019), among others, who discuss the themes (Gender-Curriculum-Education-Pedagogy), intertwining them in order to produce real meanings and deep reflections on the tone that is positioned as emerging in the contemporary educational space, although it has already been debated in times past, even if in hiatus. Regarding the methods used to analyze the information obtained, we opted for a Systematic Literature Review (SLR) initially using the Goal Quality Metric (GQM) method. At the end, among the main results, a gap in basic education curricula and a need for continued training in gender discussions in higher education was highlighted. The educational product (short course) designed as a proposal for working with the theme, after its use, confirmed its effectiveness, generating satisfactory results that could be proven through three concepts developed, namely: Impact on Academic Training (IFA); Reflection and Need for Action in the Classroom (NASA); and Change of Perspective and Respect for Diversity (MPRD). The research did not intend to make a definitive prescription on how to work with the theme of gender; however, it fulfilled its investigative role, offering alternative work for this purpose. We do not aim, however, to be conclusive in our speeches materialized and transcribed here; We are part of a reflection that originated before, and now we hope that this work serves as a stimulus for other studies that may come later. Therefore, as opinion-forming teachers, we remain firm in building a pedagogy that embraces the diversity of genders present in educational institutions, and that is a path to humanization and awareness, knowing that it is the difference that makes us equal.