Abstract
This article aims to understand the movements of basic education teachers in the state of Espírito Santo, Brazil, in the constitution of gender policies for education and its deployment exercise at schools. The object of the study is to analyze the nature of actions that can be observed in the teacher’s course of pedagogical action and in the way of organizing the teaching work. It presents the central hypothesis that, even in the face of various contentions possibilities (e.g. precariousness of working conditions, patriarchal culture, fragmented organization of the teaching work etc.), teachers have conducted educational actions that seek to denaturalize the asymmetries and hierarchies in the field of gender relations. The thesis is that the teachers’ pedagogical actions indicate the existence of a gender pedagogical movement in progress at schools. This is a qualitative and quantitative research carried out with teachers who attended the course Gênero e Diversidade na Escola ( GDE, Gender and Diversity at School ) between 2011-2012 and 2013-2014, using data collected through a survey and focus groups conducted in 15 cities where the course was offered. The studies on the sociology of action were the theoretical-methodological basis for this investigation, in particular regarding the concepts of habitus and gender habitus . We concluded that the advancement of public policies from 2003 to 2016 and the action of teachers, either in a optimistically-articulated or silent-individual way, indicate the occurrence of a gender pedagogical movement at schools that, despite emerging from an empathy of those teachers concerning the theme, was potentiated by the GDE public policy.
Educational policy; Gender studies and education; Gender policy; Gender pedagogical movement