Relações de gênero e relações de poder: conflito e mediações em uma turma do nono ano do ensino fundamental

Abstract

Understanding that gender identities are discursive constructions, formed historically and socially, and that these identities permeate relationships of rupture and permanence, this work aims to analyze gender relations as power relations, and the role of school in maintaining or questioning these relationships, based on the idea that school curricula in all their forms are not capable of completely moving away from the society in which they operate, but that they constitute a tool to combat inequalities. To this end, this research makes an ethnographic analysis, in the form of participant observation, of the experiences of a ninth-year elementary school class, made up of twelve teenagers between fourteen and seventeen years old, from a state public school in the first half of 2024. Based on their interactions and the proposition of debates and workshops, the aim is to understand how gender relations permeate their personal and family experiences and affect the social relationships they establish within the school environment. The theoretical analysis of this work takes place, mainly, through the theories of Judith Butler, that gender relations are performative, therefore, they distance themselves from a naturally binary constitution, but which is constantly reconstituted throughout history in processes of dispute. and repetition. At the same time, the established power relations are analyzed based on Michel Foucault's theories on the constitution and maintenance of power relations and the crossing that sexuality makes of these. Theorists on gender relations and the role of the school, such as Guacira Louro, are used as a tool for the correlation between these theories mentioned above and the constitution of school relations. As an educational product, the theoretical analysis of this work will be presented, serving other teachers as an initial tool for generating debates about gender relations in their respective schools, since this work also considers the questioning of teacher themselves about the constitution and performance of their own gender identities as part of a generation distinct from that in which the students are part. Thus, this ethnographic analysis is also the basis for a theoretical-methodological analysis of the way in which gender relations interfere in the school space and how the school can play the role of deconstructing the structures of power and domination that are formed from these same relations.