Banca de DEFESA: KAIO TRINDADE MINEIRO VALE

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : KAIO TRINDADE MINEIRO VALE
DATE: 29/10/2021
TIME: 14:00
LOCAL: Google meet
TITLE:

FOR A MATHEMATICAL EDUCATION THAT FREES: gender and sexuality in teacher education

KEY WORDS:

Curriculum. Diversity. Mathematics teacher education. Gender. Sexuality.

PAGES: 134
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

How do female and male teachers who teach math contribute to the denaturalization of practices, discourses and behaviors that (re)produce inequalities in the field of gender and sexuality? How can we make mathematics classrooms spaces for problematization and discussion, for collectivity and solidarity? How to disassociate it from hardness, from rigidity, from "masculinity"? After all, would it be possible to think of a mathematics "in the feminine", that does not reinforce imposed heteronormative standards, or to problematize it outside the gender binarism and all the attributes that have been naturalized as being feminine or masculine? It is in this sense that, based on questions like these, we propose an analysis and discussion of the training process of female and male teachers who teach mathematics, in an attempt to analyze assumptions, realities, and discourses about men, women, and mathematics, with respect to discussions in the field of gender and sexuality, since, most of the time, the teaching work is the destination of this training. By analyzing educational practices, teacher training and the relations between subjects (students, teachers, professors) and mathematics, we seek to identify, present and analyze "truths" that end up producing realities about women, men and mathematics, sustaining oppressions and exclusions in the field of gender and sexuality. In addition, we seek to know - when they are present - conceptions and ways to approach and discuss issues related to gender and sexuality, since issues such as these, incorporate the texts of the National Curriculum Guidelines (DCN) (2015) of undergraduate courses. The methodology turns to the analysis of curriculum documents and a focus group with undergraduate students of the undergraduate course in Mathematics at a public university in Minas Gerais. Based on the DCN of the undergraduate courses, the curricula should contemplate issues related to gender and sexuality, aiming at some objectives, such as respect, tolerance, recognition, appreciation of diversity and promotion of difference. The curricular documents analyzed point out that gender and sexuality issues are portrayed in a peripheral way in the curricula, but that, even so, they reproduce the DCN texts, which implies in the superficiality of the treatment also by the guidelines. We recognize that, even if peripheral and superficial, the presence of terms such as "human rights", "sexuality", "gender", "diversity", and "discrimination/prejudice", in the DCNs and in some undergraduate Political and Pedagogical Projects (PPCs) are important signals and of great contribution to the struggle for a less excluding, unequal, and oppressive education and society. While some undergraduate courses bring the debate of the themes in a perspective of overcoming exclusions, respect and promotion of differences, others leave a vast and silent void - as is the case of the Mathematics course. We believe that a way to reach a liberating and democratic Mathematics Education may lie in the elaboration of action plans that focus on these issues, in order to contribute to the destabilization of "truths" and realities about men, women and mathematics, and that the process of training the teacher who teaches mathematics is a propitious space for a movement to rethink such issues.

BANKING MEMBERS:
Presidente - 2117285 - CASSIA BEATRIZ BATISTA E SILVA
Externa à Instituição - SÔNIA MARIA CLARETO - UFJF
Externa ao Programa - 1297692 - VIVIANE CRISTINA ALMADA DE OLIVEIRA