Gênero e currículo: problematizando essa relação nos cursos de formação inicial de docentes

Abstract

This dissertation investigates how gender has crossed and constituted the curriculum of the courses of Languages and Pedagogy at Universidade do Valo do Rio dos Sinos – UNISINOS. The study is grounded on the fields of Gender Studies, Curriculum Studies and Foucauldian Studies. From these fileds, I decided to analyze the curricula of two teaching courses by initially using the documental analysis as a methodological procedure to understand how gender has been addressed in the political-pedagogical projects of those courses. Later, I analyzed the relationships between gender and curriculum through a focus group with university professors that work in the Portuguese Language and Pedagogy courses. By articulating gender and discourse (two important conceptual tools), I have attempted to show how gender works as an organizing element that guides the curriculum, the pedagogical practices and the ways of organization of the initial education process. At the same time, I tried to analyze the ways through which the curriculum practices have been crossed and constituted by gender because they have been institutionalized and acquired a character of truth. On the one hand, the analyses have evidenced the importance of reflecting on gender in those places of initial teacher education, and the need of the university to invest in a deeper study of relationships between gender and curriculum. On the other hand, such analyses have pointed out the need of tensioning the dichotomic way in which curriculum has been understood in those teaching places, thus evidencing that the ways of understanding the relationship between theory and practice still require problematization.