A construção da agenda de gênero no sistema educacional brasileiro (1996-2007)

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

The present work presents an exploratory research that maps the formulating process of a gender agenda for the Brazilian educational system, covering the period from 1996 to 2007. It also proposes a theoretical frame based on Frasers (1997, 2005) dimensions of justice redistribution, recognition and representation and on the adaptation of this theory to the field of education first suggested by Caviedes, Fernández &Barrientos (2006). The aim is to compose a tri-dimensional model that analyses and/or formulates education as a public policy in view of a perspective that embraces economic, cultural-symbolic and political dimensions in an integrated and crosscutting way. The exploratory research was conducted in three different levels: international, national and local. In the international level, some selected key documents for education and for the promotion of womens rights were examined. In the national level (National State level), the research addressed both institutions and documents that compose the legal ground of education, the national policies for education, and gender policies in education. Finally, in the local level (schools), interviews were conducted with school staff in order to identify the entry paths of State educational policy in the local space. As a result, the research identified the co-existence of two parallel gender agendas in education: a first one that starts in 1996 with the new LDB e with the series of educational reforms carried out by the Brazilian State throughout the 1990s; and a second one, which starts in 2004 with the formulation of the I PNPM and the creation of SECAD in the Ministry of Education. The course of these two agendas, their position inside the structure of the National State, as well as their complexity levels, and their understanding of the gender inequalities encountered in the educational system are not the same. While the first one goes from the centre to the margins of the system, starting at the legal ground to the national policies on education; the second one circulates in the margins, in the formulation of gender policies for education, and in the eventual incidence in national policies for education, without having managed, so far, to achieve the centre

ASSUNTO(S)

educação e gênero gender agenda in education sistema educacional brasileiro agenda de gênero na educação brazilian educational system sociologia education and gender

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