Gênero e diversidade na escola (GDE): da elaboração da política pública às recontextualizações produzidas na prática de formação docente

Abstract

This work analyzes the implementation of a public policy in the field of teacher formation concerned to the diversity, held with teachers of basic education elementary and high school levels. The general aim was to analyze the recontextualizations constructed by teachers who participated of a course entitled Gender and Diversity in Schools: teacher training in gender, sexuality, sexual orientation and ethnic-racial relations (GDE) Education Network for Diversity (Network), sponsored by the Ministry of Education in partnership with public institutions of higher education. Theresearch field chosen for conducting this research was Universidade Estadual de Montes Claros - Unimontes. The municipality of Buritizeiro / MG was selected among the eight municipalities involved in GDE / Unimontes. By the very nature of this study, we adopted a qualitative approach to documental analysis of the following instruments:Input Profile, Output Profile and Virtual Learning Environment (Virtualmontes), as well as interviews with five teachers, four tutors and the twelve course participants and the Tutoring Coordinator. It started from the assumption that educational policies aimed at teacher trainings are not implemented through a linear process straight to the practice,because such policies are strongly influenced and recontextualized based on local cultural institutions, people involved, the resources, the stories and local commitments. It has been found among most of the course participants, the solidification of preexisting prejudices. However, it was possible to observe that some of them were beginning deconstructing some stated" truths ", fact that was considered essential to finding a committed multicultural education .