Universidade e gênero: um estudo comparativo de currículos das universidades federais do Maranhão e de Alagoas

Abstract

This work seeks to understand how teacher training courses (degree courses) at the Federal University of Alagoas and the Federal University of Maranhão are approaching and inserting the theme of gender (also observing women as central) in the educational context and how the curricula are guiding this practice. We focus on the aspects and influence of the gender debate on the pedagogical training of these future teachers, this topic being of utmost importance in social agendas, in order to encourage reflective and active citizens. Therefore, the understanding of gender relations is analyzed, going through the inseparable triad gender, race and class, in which we explain the concept of gender according to post-structuralist theory; the trajectory and belonging of women today and their challenges: whether they are violence, difficulties in opportunities and how they are being inserted in the debates of black women in society; the concept and implications for the curriculum, in addition to carrying out a comparative analysis on the curricula of UFAL and UFMA, the first being the author's previous research locus, and the second being the Northeast University with the largest number of degrees. The methodological procedures consisted of documentary research, including the survey and investigation of official curricula expressed on the universities' institutional websites. The research revealed numerous possibilities for inferences, including that the increase in the gender debate has the potential to reduce inequalities, making it necessary for such debates to move beyond the imaginary, the theoretical prism and directly permeate social practices. On the other hand, the importance of following this path and discussing this topic is also evident, seeking to guarantee a more fair, egalitarian and anti-patriarchal society.