Gênero na educação superior: percepções de professoras do Curso de Licenciatura em Pedagogia da Universidade Federal do Amapá na perspectiva da decolonialidade

Abstract

The main objective of the study is to understand the ways in which gender issues are articulated and represented in the perceptions of the teachers of the Licentiate Course in Pedagogy of the Universidade Federal do Amapá (UNIFAP) [Federal University of Amapá], according to the decolonial theoretical perspective. Taking into account the protagonist history of university professors, the following research problem emerges: how are gender issues articulated and represented in the perceptions of the professors of the Degree in Pedagogy of the Federal University of Amapá, in light of the perspective of decoloniality? The methodological approach was based on two moments: one of a bibliographical point of view, to support the guidelines of the analytical sketch, and the other, an empirical one, supported by the qualitative research in which, in the field research stage, the application of semistructured interviews with 3 (three) teachers. I also referred to a historical survey of UNIFAP and specific documents to the Pedagogy Course. As to the way gender issues are articulated and represented by all the research collaborators, the results point to the implications of Being, Knowing and Power in the university. Regarding gender issues in the documents of the Undergraduate Course in Pedagogy of UNIFAP, I identified that there are no gender specific disciplinary plans in the teaching plans, and although there are content of the subject inserted in several disciplines, the word gender does not appear in any of its menus, being an invisible thematic to the needs described in this study. The understanding of gender issues by professors of the UNIFAP degree in Pedagogy traces their formative trajectories, indicating memories of affection, technique/conscious and objective/practical approach in choosing and entering the professional career. Another finding pervades the understanding of Being from categories of analysis of Gender Surveillance, Gender Hierarchy and Gender Stereotypes; Knowing, in the perception of gender, as historical social constructions on the sexes; and Power, as physical, cognitive, social and psychological privileges of the masculine over the feminine in the university. These relations of privilege marked an open wound: the chauvinism, analyzed here from the categories of position of masculine references of superiority, symbolic and qualifier of attributions in the social. Gender needs were also seen, revealing suggestions for the promotion of gender as debates and discussions, creation of quotations to women and structure to the shelter of daughters of female students and teachers as a decolonial feminist change in the university