Gênero na escola: significados e práticas que realizam o tema como política de educação na rede pública de ensino

Abstract

The present piece of research is of descriptive, analytical, quantitative, qualitative and methodological character. It aims to investigate the limits / possibilities of the Gender approach in relation to the fact that the violence against women is carried out in the pedagogical practices of the school as education policy. The methodological course was organized according to the following stages: a qualitative descriptive study, which produced the empirical material by means of reflection workshops and interviews guided by a semistructured interview script; the analysis of the empirical material developed by the Critical Discourse Analysis Technique, which identified the contradictions of the education professionals practices and resulted in the production of the empirical category Gender in the school, a praxis still under construction. The descriptive methodological study consisted of the elaboration of an instrument (test), based on the theoretical reference, the construction of a Concept Map (CM) and the analysis of the empirical category. This test consists of 15 questions (items), each containing three alternatives for the answer. After the development of the instrument, the content validation took place with the participation of four specialists, who analyzed and evaluated the test assigning degree of importance to each question and adequacy of the answers according to the item. Subsequently, the scale was presented with the evaluation indices and the classification categories that, in the future, may be applied with the education professionals and result in praxis change. In order to evaluate the reliability of the test, Cronbach´s Alpha was calculated, which varied between 0.830 and 0.885, thus, revealing that the scale has the potential to guide decision-making.