Gênero e branquitude: representações docentes no Brasil

Abstract

The discussion is based on the notions of patriarchy and coloniality in relation to the naturalization of a hegemonic order reaffirmed in social devaluations of gender, race and class perpetrated in the practices and theories that support and maintain the field of education in Brazil. Considering the intersectionalities of gender and race in class stratifications as structuring of our experiences, the reflections on the field of Brazilian Education unveil pedagogical political ideals defined by a Eurocentered (straight) patriarchal norm, associated with the whiteness and conservation of coloniality of knowledge and knowledge. powers in exercise. Such relations produce and reproduce value hierarchies that conform to a negative gender symbolic capital, which acts concurrently and articulated with the asymmetric racialization of our identity representations, inseparable from an arbitrary racial capital, considering reminiscences of a colonialist and slave society in its genesis. This socially recognized order, as a permanent market for symbolic exchanges, segregates women, while also segmenting them among themselves, by historically guaranteed constraints in distinctive and distinctive symbolic capitals that promote the incorporation of gender and race categories as producers of positions and representations of social devaluation that update in time. The exploration of the concept of whiteness in relation to the field of Brazilian Education, and regarding the feminization processes of school teaching, theoretically and empirically, questions the preservation of race and intragender class privileges in formal education systems, as well as allows to question the senses. of a feminization of teaching as a possible systematized reinforcement of hegemonic norms by the reproduction of gender, race and class inequalities institutionalized by an educational paradigm founded on domination. The fieldwork was based on interviews with teachers of basic education in the city of São Gotardo, thinking about the cutting and selection of interlocutors from the condition of female gender, cis, and articulating their experiences to the proposed reflective questions. in research regarding teacher education and insertion in narrated trajectories.