Relações de gênero em um Centro Estadual de Educação profissional: o mesmo espaço, lugares de estranhamento.

• Ano de defesa: 2018
• Autor(a) principal: Belani, Eliane Isabel
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Fronteira Sul; Brasil; Campus Chapecó; Programa de Pós-Graduação em Educação; UFFS
• Palavras-chave em Português: Escola rural; Educação; Feminilidade; Masculinidade
• Link de acesso: https://rd.uffs.edu.br/handle/prefix/2235

The present study sought to address the gender relations present in the context of agricultural professional education, specifically, in the State Center of Professional Education Southwest of Paraná. The expectation was to know how the students understand how their gender relations are built and can interfere in the school context and in their future professionalization. Based on epistemological references of the gender theories, especially the categorization established in the work of Scott (1995), and in the methodology of Depth Hermeneutics proposed by Thompson (2011), we held Focal Groups meetings, two with homogeneous groups composed of male and female individuals, respectively, and a heterogeneous group with the join of the previous groups in a total of fourteen participants. We analyze the discourses given in the GFs with the help of the discourse analysis found in Orlandi's work (2009), seeking to unveil and interpret the discursive processes conveyed by the representations, beliefs, norms and, consequently, in the power relationships present in relations of the students. By articulating theories and methodologies, we learn, and capture, that the perceived differences between masculinities and femininities justifying inequalities in the formative processes. Based on the interpretations made on youth discourses and analysis of the context of agricultural professional education, also considering the constitution of the State Center of Professional Education and the parallels found in the work of other authors, we realize that the profession of agricultural technician continues to be linked to masculinity. Reaffirming the persistence of stereotypes and prejudices related to female participation in the agriculture area. We also note that the reproduction and naturalization of these prejudices and stereotypes, due to the efficacy of these processes, have been overlooked both by young students of professional education and by teachers and other members of the school community. However, the discussions and problematizations carried out by the participants promoted sensitizations that point to possibilities of rethinking these asymmetric relations. We hope that this study brings advances in the discussions on the historically masculinized professions by enunciating the mechanisms of exclusion and invisibilization of subjects of the exercise of full citizenship, in order to be a fundamental part in the processes of education and human professionalization. Keywords: Gender. Agricultural professional education. Femininity. Masculinity