Social and Gender representations of teachers in a municipal elementary school

Abstract

Taking the feminist, gender, and intersectional approach as a reference, this research unveiled the social representations of teachers regarding dimensions of diversity (race, gender, class) with a view to expanding the rights and citizenship of students at the Municipal Elementary School (EMEF). It has guiding questions: How are the social representations of gender constructed and reproduced by elementary school teachers? What are the social representations of teachers regarding the barriers and prejudices faced by students in relation to social markers? In accordance with the issues, objectives, and theoretical assumptions stated, the choice was made for qualitative methodology in education, in the form of a case study. For the collection of empirical data, the following were used: bibliography/literature review, documents such as the electronic catalog of Theses and Dissertations from Capes, on the topic produced in Graduate Courses in Education in Brazil; Guidelines and Political-Pedagogical Project of the school, among others. Oral sources were prioritized, semi-structured interviews with the teaching staff; participant observation, and the field diary. The results point to a multidimensional process of constructing social representations about gender diversity, mediated by the school, society, and professional work. The importance of changes in the school environment that embrace diversity emerges.