Equidade de gênero nos cursos integrados da EPT : abordagens e práticas educativas

Abstract

Women have always pushed for equality, challenging the principles established by patriarchal domination and power relations. In this system, gender relations are structured hierarchically, perpetuating inequalities, reinforcing stereotypes and limiting the full exercise of women's rights. Integrated courses play a fundamental role in the transformation of the social subject, seeking through education to promote critical reflection and social transformation. Historical-critical pedagogy emphasizes the historical-political-social role of education, understanding it as a mediation at the heart of social practice (SAVIANI, 2013). This study approaches the subject of gender, its approaches and educational practices, leading us to reflect on the singularities that permeate the contexts of the experiences of students on integrated EFA courses and their implications for society. The research sought to answer the question: “How are gender issues being addressed in the integrated courses at IFFarroupilha - Jaguari campus?” This study aimed to analyze how gender issues are being addressed in integrated EFA courses. More specifically, the research aimed to map scientific production on gender and feminism in EFA; to understand how and if gender issues have been addressed in the integrated courses at IFFar - Jaguari Campus; to understand the student representations of the integrated courses on gender in EFA; to develop a support tool based on the interests and needs pointed out by the EFA students themselves, so that this tool can be used to support educational actions. This research is part of the Graduate Program in Professional and Technological Education (PROFEPT), in Research Line 1: Educational Practices in Professional and Technological Education (EPT). We relied on the assumptions of a qualitative methodology, working with older students from the Integrated High School (IFFAR - Campus Jaguari), using semi-structured interviews as a way of collecting/constructing data. The data was analyzed using content analysis (BARDIN, 2011). The educational product developed in this study are Conversation Circles entitled “Gender and Feminism Training Cycles in EFA: Necessary Discussions”. The data shows that there is a need to raise awareness about gender equality, based on broader reflections. They also showed that there is representation in the institution they are part of, saying that the existing nuclei help to promote the debate on representation, but that there is a lack of depth on gender issues. Thus, discussing gender fosters understanding and questioning of historical and structural inequalities, encouraging critical awareness and promoting the construction of new paths and choices for a fairer, more inclusive and equitable society.