Leitura e relações de gênero: as discursividades dos(as) educadores(as) nas mediações de práticas leitoras

Abstract

The important achievements of feminist struggles and the Human Rights agenda, which discuss the social construction of gender, find at school an important space for the debate that promotes gender equality. This piece of research focuses reading practices at school and the promotion of this debate, aiming at analyzing the discourses of (male and female) teachers, as reading mediators, on gender relations. As its theoretical framework, this study considers the definition of reading proposed by Soares (2001, 2011), Orlandi (2008) and Silva, E. T. (2009, 2011); contemporary feminist studies (LOURO, 2012; COSTA, 2009; PISCITELLI, 2002); reflections proposed in the field of Discourse Analysis (POSSENTI, 2009) and the foucauldian discussions on power and subjectivity (FOUCAULT, 2004a, 2004b, 2004c, 2011, 2012). This qualitative investigation has as its locus a public primary school in the city of João Pessoa – PB while developing its reading project. Data wasgenerated from the analysis of the reading project document, lesson observations, reading material used in the sessions, reports by the teachers and a questionnaire. The results indicate that the debate concerning gender relations does not emerge in the reading project activities or the teachers’ voices studied.