Gênero e ensino de História: uma análise sobre a mobilização dos saberes docentes para a construção de cidadania

Abstract

The present work problematized how/if the history teachers of Primary and High Paraense School, located in the city of Ananindeua in State of Pará, mobilize their teaching knowledge in the development of gender discussions and, if this discussion contributes to the construction of students citizenship. The participants of this research were history teachers, the principal and one of the educational coordinators of the aforementioned school. The work was developed in four stages, with the cataloging of sources and readings for the theoretical and methodological references that supported the investigation. We carried out semi-structured interviews, with discourse analysis of the teachers from that school. We also collected some documents such as: BNCC, DCEPA, PPP, textbook, school occurrence, to cross this information with the semi-structured interviews, allowing us to build an overview of gender and citizenship discussion carried out by these teachers. Based on the first results of the interviews, we carried out a mini-course of continuing education for teachers, aiming to discuss and expand the perspective on gender and citizenship issues in history teaching. After completing the mini-course, we produced a didactic instrument formed by a set of didactic sequences, one for each grade of elementary school II. With this proposal we seek to bring new perspectives about the protagonism, experiences and challenges imposed on black women bodies, as we observe that it is a discussion little explored in history classes, in general the view that persists is one of submission and slavery.