Educação e gênero: abordagens e conceitos em três escolas de ensino fundamental da rede pública de educação na cidade de natal

Abstract

In this article, I highlight the gender relations in education permeated by the sexist and traditionalist culture with a socially defined feminine and masculine pattern approach. I believe that the theme needs a greater emphasis and a better approach in school routines and practices. My hypothesis is that relationships and the gender issue in education still have rather indefinite and distorted concepts by professionals in education; and even if it is a recent discussion, deserves due attention in the academic environment and society as a whole in search of the real exercise of democracy. Data collection through questionnaires was carried out in three public schools in the city of Natal, these being determined by proximity to their managers and teachers in order to increase accessibility to the interviewees. The very concepts of gender both approximate and distance themselves as we raise their social, biological, and identity definitions and become clearer in the face of the debate between the school community and society as a whole.