An intersectional perspective of gender diversity in a municipal school in Aracaju/SE

Abstract

From the perspective of intersectional identity, diversity and gender approach, this study infers how intersectionality can contribute to the school environment. How are teachers' social representations of gender constructed and reproduced in schools? what are the possible contributions of initial and continuing academic training of teachers in relation to the approach to gender diversity in everyday school life? within this perspective and associated with the stated objectives and theoretical framework, the case study methodology was chosen, analyzing the repertoires collected in the interview with the teachers. To collect empirical data, the following sources of information were used: bibliography, theoretical framework of the authors who address the topic; school documents: regulations, guidelines, pedagogical political project, among others. as the main source for the study, priority was given to the oral source (semi-structured interview) with the teaching staff (27 teachers), 21 female teachers and 6 male teachers, to report their experiences. the results suggest a multidimensional process of constructing social representations about intersectionality and gender diversity, mediated by schools, society and professional work. it is important to think critically about issues such as diversity and gender differences, since they are now even used by official discourses (including government discourse) as “legitimate issues of knowledge”. It is important to be aware that theories about diversity and multiculturalism, as well as the discussions that arise from them, suffer from the absence of a theory of identity and difference. Thus, the discussion about gender relations and diversity is part of human rights education, since it is supported by the construction of a more just and democratic society that values ​​human diversity in all.