A quebra do sil?ncio: a sala de aula de hist?ria e as rela??es de g?neros

• Ano de defesa: 2020
• Autor(a) principal: Ramos, Janine Barbosa Pereira
• Orientador(a): Ribeiro, Regina Maria de Oliveira
• Banca de defesa: Ramos, Regina Maria de Oliveira, Sepulveda, Denize de Aguiar Xavier, Coutinho, Maria Ang?lica da Gama Cabral
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Rio de Janeiro
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Ensino de Hist?ria
• Departamento: Instituto de Ci?ncias Humanas e Sociais
• País: Brasil
• Palavras-chave em Português: Ensino de Hist?ria; Ensino Fundamental 1; Rela??es de G?neros; Legisla??o; Sala de aula; Aprendizagem hist?rica
• Palavras-chave em Inglês: History teaching; Elementary grades; Gender relations; Legislation; Classroom; Historical learning
• Área do conhecimento CNPq: Educa??o; Hist?ria
• Link de acesso: https://tede.ufrrj.br/jspui/handle/jspui/5666

This study has as the main theme the discussion about genders in the classroom. The goal of this piece of work was to propose the articulation of History teaching to the gender debate, investigating and analyzing methodological ways to approach the gender thematic in History classes for elementary grades. By means of a qualitative methodology, a bibliographic study was done with focus on women?s rights struggle, feminisms, and the concept of gender. Projects which limit the pedagogical practice were brought in regard to these discussions, questioning the several political, social, and religious factors interwoven in the construction of these educational projects. The ideas of Simone de Beauvoir (1949), Joana Maria Pedro (2005), Guacira Lopes Louro (2008), Angela Davis (2017), Denize Sepulveda (2017-8) among other authors, provided valuable contribution with the history and fundamentals of the main concepts about gender relations. The way of dealing with these themes in class is fundamentally important for the construction of a fairer, non-violent, egalitarian society, especially in gender relations. School is, therefore, the starting point for these discussions and fomenting this debate is a challenge to educators who are committed to a democratic institution. Hence, we suggested workshop format classes with different uses of languages and tools, possible resources for history pedagogical practice, concerning gender issues.