"É o poder, o mundo é de quem faz": uma reflexão sobre o androcentrismo no ensino de História

• Ano de defesa: 2019
• Autor(a) principal: Nascimento, Lucila Barbalho
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM ENSINO DE HISTÓRIA - REDE NACIONAL
• Palavras-chave em Português: Androcentrismo; História do ensino de história; História no ensino médio; História das mulheres; Feminicídio; CNPQ::CIENCIAS HUMANAS::HISTORIA
• Link de acesso: https://repositorio.ufrn.br/jspui/handle/123456789/27321

The teaching of History for high school students is a task that presents challenges and requires reflection from the teacher, since it is linked to the citizen training of another individual. Through observations made in the school environment, the present research was presented, which aims to propose the construction of a gender approach in the classroom, as a criticism of androcentrism in the school space. To this end, we take as a basis the concept of Androcentrism from the point of view of Charlotte Gilman; the meaning attributed by Bárbara Solomon to the term Empowerment; the discussions pertinent to the research field Teaching History, from the look of Maria Schmidt, Kátia Abud and Circe Bittencourt; the writings of Michelle Perrot, Mary Del Priore, Carla Bassanezi Pinsky, Margareth Rago and Joana Maria Pedro on the area of Women's History; and the theory proposed by Antoni Zabala on Didactic Sequence. The applied methodology included a bibliographical survey, an analysis of legal documents related to national basic education, the preparation of an ethnographic report of the school and, as a final product, the production of didactic material, linked to a didactic sequence. Throughout our work, it was possible to see that opportunizing the rise of women is to promote changes in patriarchal social practices rooted in our relationships and in the various institutional spheres that are revealed in everyday life.