Educação e Gênero: Análise dos Projetos Pedagógicos dos Cursos de Licenciatura em Pedagogia do Instituto Federal De Goiás, Campus Goiânia Oeste e Aparecida de Goiânia

Abstract

This monograph aims to analyze, based on feminist and gender studies, two projects of the Pedagogy Degree courses at the Federal Institute of Goiás, campus Goiânia Oeste and Aparecida de Goiânia. The research is justified by the importance of training educators who can combat, through education, since childhood, gender inequalities at school and gender inequalities within their own area. Specifically, we seek to analyze the presence of women as authors in the curriculum of pedagogy courses, the presence of the theme "gender", and finally, the language used in the documents, whether it is presented in an inclusive way or not. Methodologically, we developed qualitative documentary research, using some quantitative data. From the course projects, quantitative data were collected: survey of terms/words, authors and authors of the disciplines distributed by gender in the documents, and also built qualitative reflections, since we performed a more reflective analysis on the data, in addition to discussing gender qualitatively. The analyzes were carried out using the feminist theoretical framework and gender studies in education. The results show that: a) in the two pedagogical projects of the course, language is androcentric, that is, mainly focused on the masculine as universal; b) the presence of women as authors in the readings of the disciplines that make up the courses is strong, revealing their considerable insertion in the scientific field of Education; and c) the discussion of gender appears timidly in the pedagogical project of a course on the campus of Goiânia Oeste, while in Aparecida de Goiânia it has its own and deepened place in a discipline, however, optional, so it does not reach all and all students of the course. This last result is worrying because gender issues are linked to Pedagogy, they marked and are present in educational practices and in the course's own history.