Educação, gênero e identidade feminista : relações de saber-poder na constituição de subjetividades docentes no ensino médio

Abstract

This research aims to investigate how the relations between knowledge and power erupt in relation to the theme of gender and feminism in the constitution of teaching subjectivities in the school context. According to Butler (2003), gender is a culturally demarcated social concept, which historicizes the body; for the author, there is no gender / gender dichotomy, since both are discursively elaborated and engendered by powers, not purely pre-discursive, natural facts. We describe and analyze these subjects' statements on gender issues in a feminist perspective, in order to study their discursive effects on the possibilities of (trans) formation of educational practices that converge to a more pluralistic and less segregatory approach. The central perspective of the investigation is based on the conception that the society is established from microrelations of domination consolidated by the knowledge that cross the subjects, through the institutional spaces. In this sense, we examine how teachers act, according to the enunciative production conditions of contemporaneity. The methodological path is based on the analysis of the French Speech Discourse, especially in the epistemological contribution of Foucault (1979, 1987, 1999a, 1999b, 2008, 2012, 2014, 2016), Machado (1998, 2013), Eizeirik (2006), Butler (2003), Saffioti (1992), Louro (1997), Moreno (1999), Tiburi (2018), McLaren (2016) for investigation of the corpus gathered through semi-structured interviews. The results pointed out that, in the statements produced in a particular discursive circumstance, the perception of other senses is admitted, since the effects of meaning escape the control of the enunciators. We note that subjectivation practices can’t be mechanized or understood from a single point of view. Although knowledge is legitimated by powers and constituted by the authority of the educational sphere, such practices can’t be uniformly evaluated. It is possible to observe a tendency towards the stability and homogeneity of social values, under the focus of the knowledge established by the Eurocentric colonial knowledge, resulting from the institution of a normalizing convention. However, there is a positivity for feminism, which constitutes another system of enunciability, which problematizes the socially associated roles of man and woman in a binary and asymmetric way. We conclude that the school, through its enunciative practices, beacon enunciatives places and subjectpositions and, therefore, reproduces given normalizations. However, we must consider that this same space can be a locus with the scope of promoting citizenship conducive to the discussion of the constitutive focuses of feminism and its demands transformation.