Creas e escola de ensino fundamental: identidade e expressões de gênero como direito da criança no ambiente escolar

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Universidade Federal de Goiás


This study is located in the field of educational practices, in the research line Teacher Training, Educational Practices and Inclusion, of the Post-Graduation Program in Education of the Federal University of Goiás - Regional Catalão (PPGEDUC / RC / UFG). should be designed in such a way that it benefits the child according to the social context in which he lives in a transversal perspective, which goes through education, health, social service among other policies that meet citizens in their entirety, universality and singularity. The work of the Specialized Reference Center for Social Assistance –CREAS, aims to respond, defend and propose policies that intervene in social vulnerabilities, prioritizing the possible exposures of children at social risk. Just as the CREAS School is inserted in the child and adolescent protection network, in order to meet all this specific demand, it is worth questioning: according to the CREAS professionals' understanding, what the school chooses as a gender problem when it traverses your services? The central objective of this research is to analyze the understanding and performance of CREAS professionals in relation to what the school chooses as a gender problem. The semistructured interview was the research tool used, as well as the equality circles and the pyramid of social relations and power that we elaborate as a research device, thought of the African philosophy that values the principle of circularity, where there is equality between all and mutual respect and in the enchanted circle of Gayle Rubin, which poses as it represents in society, everything that is considered pure and moral within the circle referring to sexual and affective relations, and outside it everything that is considered immoral. To identify the people interviewed were used fictitious names of writers of literary works that bring about the theme of gender and sexuality aimed at children. It was possible to perceive through this research that, the professionals of the school still find difficulties of dealing with questions of gender in childhood. If the child expresses in the school environment behavior that can be interpreted as something related to their identity, sexual orientation, gender expression or the simple fact of playing with a toy that in social reading belongs to another genre, it can become a problem. which school directs the case to the family, tutelary board and or CREAS. Thus, also through the analysis of the Pyramid of Social and Power relations, we come to the conclusion that hegemonic and non-hegemonic masculinities are recognized in a position of social superiority in relation to all representations of the feminine gender.



Creas, Escola, Criança, Gênero, Expressões, School, Kid, Gender, Expressions


SILVA, Lion Marcos Ferreira e. Creas e escola de ensino fundamental: identidade e expressões de gênero como direito da criança no ambiente escolar. 2019. 91 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Catalão, 2019.