Gênero no ensino de Geografia em escolas estaduais do Tocantins

Abstract

The main objective of the research was to analyze the discursive practices of Geography teachers from the state of Tocantins. And according to the narratives, we looked for elements that showed the way that these professionals approached issues of gender and sexuality within the scope of their practices. To achieve the objective proposed by this research, she relied on a conceptual approach on identity, Queer theory, gender, sexuality and geography teaching. A dialogue between Geography and gender is proposed during the work, making considerations of how Geography has approached this concept in the world and, mainly, in Brazilian geography. Subsequently, interviews were conducted with teachers from five different cities in the state of Tocantins. In this way, it was possible to analyze what was the knowledge of these teachers about the theme, how they approached it in the school environment and how professionals viewed this debate in that space. The interviews carried out showed a gap in the training of these professionals, since neither during graduation nor during the exercise of the profession they received training to address gender issues. Teachers' difficulties in addressing these terms were pointed out. The researcher who proposes to study this theme faces prejudice in this field of research. In this way, it is healthy to unveil the basis of the geographic organization of society and the power structure that generates these spaces. In this way, it is highlighted that a wide debate on gender and sexuality is necessary, as it is still a marginalized area in Geography. When thinking about spatiality, it is necessary to consider the multiplicity of social relations, in this way, the space is not ready and finished, but is in constant transformation, therefore, it reflects the hegemonic patterns.