O SUJEITO DOCENTE E SUA IDENTIDADE DE GÊNERO: UMA ANÁLISE CRÍTICA DO DISCURSO DE PROFESSORES(AS) DE SÉRIES INICIAIS

Abstract

This paper identifies and analyses the gender representations of six teachers three men and three women who work with children. The researcher investigates how these teachers contribute to build their students gender identity, by reiterating, through discourse, hegemonic meanings or by trying to break hegemonic masculinity and femininity. The research utilizes theories from post-modernism, such as gender studies, social identities and studies based on classroom interaction between teachers and students. The data was obtained through several procedures: recorded interviews and their transcriptions , class observations with notes by the researcher and focus group discussion with the teachers. The study uses Critical Discourse Analysis, which considers discourse strategies for legitimating control and power. This kind of analysis has three levels textual analysis, discourse practice and social practice. This study, therefore, deals with educational discourse, focusing on how language can contribute to domination and, on the other hand, how it can contribute to social change.