HISTÓRIA E GÊNERO: UMA REFLEXÃO SOBRE A PRÁTICA DOCENTE E A HETERONORMATIVIDADE NO ENSINO FUNDAMENTAL, ANOS FINAIS

Abstract

Studying gender in school becomes important, because the struggle for equality still presents many challenges, the patriarchal culture is predominant, the result of a historical process of perpetuation of behaviors. Thus, it is disturbing to know how the pedagogical practice of the history teacher can contribute to the fight against gender discrimination. To this end, we intend to analyze the importance of antisexist methodologies, in the construction of an antimachist society, that is, how the pedagogical practice of the history teacher can contribute to combat discrimination against the various expressions of gender. The discussions will be enriched with: Bourdieu (2003), which deals with male supremacy; Butler (2003), with discussions about heteronormativity and control; Fernandes (2005), which holds debates on teaching practice; Foucault (1996), contributes to the theory of power devices and Louro (2010), with discussions about teaching practice, genres and the various discriminatory discourses in force. This research is of bibliographic nature, that is, it will use several literary revisions to explore the theme, in the qualitative bias. With this article, it is hoped that human teachers, in particular history, will reflect on teaching performance and create new practices to promote respect for gender diversity.