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- ItemExperiências do movimento negro de Rondonópolis e as políticas antirracistas de educação(Universidade Federal de Mato Grosso, 2019-12-09) Neves, Francyslene Pereira; Santos, Ivanete Rodrigues dos; 378.054.601-91; http://lattes.cnpq.br/5282830494613557; Gomes, Aguinaldo Rodrigues; 847.432.716-49; http://lattes.cnpq.br/3408519048864585; Sousa Neto, Miguel Rodrigues de; 009.316.176-00; http://lattes.cnpq.br/1581653418017053The present study aims to discuss the contribution of Rondonópolis’ black movement in its relevant role in the educational policies implemented to overcome racism in education and to combat the existing myth of racial democracy, fighting for the social inclusion of the black population in Rondonópolis. Existing for more than two decades, the initial proposal of Rondonópolis’ black movement was to act in the professional qualification of teachers in the public education system, in an anti-racist perspective, seeking to combat and deconstruct the ethnocentric and eurocentric education present in these teachers’ formation and in brazilian society. The investigation process was guided by a qualitative methodological perspective (MINAYO, 1994), anchored in the theoretical and methodological foundations of dialectical and historical materialism (ANDERY, 2002), which used semi-structured interviews as a data collection instrument (LÜDKE and ANDRÉ, 1986 ) with actors, directly and indirectly, involved in the construction of the Municipal Education Plan and the contribution of my narrative as a member of the Municipal Council of Education at the time of the constitution of this document. To contribute to this research, it was selected theoretical references that approach racial ethnic education, anti-racist education and the black movement, with the greatest contributions coming from Gomes (2011), who develops a reflection on the experiences and knowledge constructed by the black movement in Brazil, focusing on the fight for the construction of an ethnic-racial diverse education and affirmative actions, and Nascimento (2010), who discusses the ideology of racial democracy, racism in the brazilian educational system, teaching legislation, public education policies and the combative perspective of the black movement in Brazil. The research proved its importance for the discussion on these contradictions that are still part of the educational context due to the racist theories of the late 19th and early 20th centuries, legitimizing racism in the social imaginary and social practices. In this sense, Rondonópolis’ black movement has taken on significant practices that contribute to the inclusion of black people in society.
- ItemMa vie en rose : olhares sobre infância, educação e gênero(Universidade Federal de Mato Grosso, 2018-04-23) Melo, Pedro Aparecido Barreto de; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Trovão, Flávio Vilas-Bôas; 850.494.179-53; http://lattes.cnpq.br/2740243377988037; Sousa Neto, Miguel Rodrigues de; 009.316.176-00; http://lattes.cnpq.br/1581653418017053The cinematographic productions are considered as media texts that permit the construction of meanings that are related to how society conceives childhood. This research aims to comprehend teachers’ conceptions from childhood, gender and sexuality discourses present in the film “Ma vie en rose”, of Alain Berliner, which treats about the conflicts of a child in school, family and the neighborhood, provoked by his experiences with his own body that escape from a normative masculinity. The specific aims of this research are: how does the film bring to the childhood universe gender and sexuality questions? Which tensions are present between the teachers’ childhood conceptions and the childhood representations portrayed by the film? Which meanings about the relation between childhood, gender and sexuality do the teachers construct through the film? The theoretical and methodological contributions are: the enunciation theory of Mikhail Bakhtin in order to analyze the teachers’ discourses in dialogue with the film’s discourses; the children studies; and the gender studies. The research has consisted in discussion groups about the film “Ma vie en rose” conducted with pre-school and elementary school teachers that became from the public educational network, in Rondonópolis, Mato Grosso. Besides this, these teachers participated in the Education Observatory Program (Obeduc)/CAPES, linked to the Post-graduation Program in Education (PPGEdu). We observed, in the teachers’ discourses analysis, that the most recurrent meanings on the childhood, gender and sexuality theme were: the estrangement of children bodies that escape from a binary gender identity; the need to oversee, preview and categorize these bodies through the science validation; and the sexuality association with dangers, risks and pathologies.
- ItemVidas que merecem ser protegidas : violência sexual contra meninas, gênero e educação(Universidade Federal de Mato Grosso, 2019-02-25) Bonfanti, Ana Letícia; Gomes, Aguinaldo Rodrigues; 847.432.716-49; http://lattes.cnpq.br/3408519048864585; Gomes, Aguinaldo Rodrigues; 847.432.716-49; http://lattes.cnpq.br/3408519048864585; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Sousa Neto, Miguel Rodrigues de; 009.316.176-00; http://lattes.cnpq.br/1581653418017053This research is about the phenomenon of sexual violence committed against girls understood from the gender hierarchies and subalternization of the subjects. This form of violence is legitimized in a patriarchal and excluding logic that maintains the power of the adult man over the other subjects. What I proposed as a strategy to understand sexual violence against girls was to investigate the conceptions of gender and childhood that put into action the device of sexuality and guide such acts of subalternization, violence and violation. For this, I turn to the theoretical-methodological fields of Feminist Epistemology, from the contributions of gender theorists: Judith Butler, Heleieth Saffioti, Donna Haraway and Guacira Lopes Louro, and microhistory, specifically in the analysis of criminal processes. This methodology is a form of investigation that uses the processes or inquiries as source of analyzes of the stereotypes, values, beliefs, and repetitions found in the testimonies. In this research, I analyze police investigations instituted in the Specialized Department of Defense of Women, Children, Teenagers and Elderly of Rondonópolis. A total of 358 police inquiries into crimes of rape committed by men against children and adolescents were conducted between 2010 and 2017, followed by the selection of 20 police inquiries into sexual violence committed against girls to conduct the research. From the documentary corpus analyzed, I report that most of the perpetrators are married heterosexual men and that they maintain affective-family ties with the victims and that, on the other hand, sexual violence affects mainly the girls in their childhood, between 8 and 11 years of age. age. Through the analysis of the testimonies of the girl victims, their relatives and their sexual aggressors, I show the established power relations, gender hierarchies, the process of objectification and abjection of the bodies of these girls, the subalternization of childhood and the logic of the adult being above the child and blaming the victims. The statements of the aggressors, when giving a speech to blame the girls, seek to affirm that, regardless of the age they have, they are no longer girls and are not legitimate victims that deserve to be protected. It was possible to conclude that these violence occur due to a gender device structured from the patriarchy rooted in Brazilian society. Finally, it shows that the very way in which Brazilian democracy is organized as a "machocracy" contributes and legitimizes the discourses of sexual aggressors and that there is a selectivity that determines who are the children and the lives that must be protected in a society "Machocrat". The lives of these girls are also violated through institutionalized practices that legitimize patriarchal ideals in the field of education and the justice system. While there is a conservative uprising of movements that want to curb and prohibit any debate on gender and sexuality in schools, the bodies of women, children and adolescents and the LGBTQI + population continue to be intensely violatede, raped and exterminated. It is urgent, fundamental and uncontested the need for us to construct a libertarian education and difference that no longer reproduces the gender and age hierarchies that have traditionally been constructed. For this, it is crucial that the training of teachers and educators contemplate the discussions on gender, sexuality and violence that have affected Brazilian children and teenagers.