A aprendizagem da matemática e as relações de gênero : como meninas e meninos se relacionam com a disciplina - o que dizem os professores e o que os resultados de uma escola apontam.

Abstract

Gender relations are present in the school education process in all areas of knowledge, since such relations translate various situations that occur in everyday life and are built on historical, social and cultural processes. At school diversity should constitute an ally able to leverage situations that take much teaching as students to meet a dialogic and dynamic education, where multiple expressions find at school the possibility of building a culture for the pursuit of equity. This research aims to address the overlapping of two thematic equally important and divisive opinions, taking aim at understanding the size of the role of actors and educational instruments the school has, for such to become facilitators in the construction of relations, going beyond problematic situations in the disruption of hegemony and ghettoization relations. The concepts brought in mathematics education are promoting reflections that address the theme gender and can even assist in the disruption of certain power relations established from the dominant discourses, and teachers, managers, educational institutions, state and students among others, are the actors who can act in society questioning and rearranging the historical processes, social and their hegemonies. The research shows issues that need greater depth and debate, but it shows that issues related to gender relations still are masked by the silences and the naturalization of symbolic violence that pass unnoticed by individuals trained in a culturally segregated society, from the insertion student in kindergarten.