Gênero e tensões do currículo no sertão pernambucano

Abstract

Different gender representations are present in the history/culture of Cangaço. They arrive at school, mobilize knowledge, but are not present in official curricula. This study analyzes processes of subjectivation and reconfiguration of the identities of students from the interior of Pernambuco state regarding their gender and sexuality references. Based on the post-structuralist theory of discourse, we understand institutions and contexts as unsutured environments and identities as relational and unstable. The curriculum is a space for constituting sustained and (re) negotiated proposals by dynamic and contradictory agents. Interviews and didactic workshops reveal the establishment of a pedagogy of hegemonic genres. The reduction of gender relations to merely descriptive categories in the formal curriculum allows a pattern of naturalness in the face of conflicts and doubts of students regarding sexuality to crystallize.