Que sentidos para as masculinidades no currículo escolar?

Abstract

This is a work that aims to reflect in the school curriculum gender issues focused on masculinities. We know that gender is a socio-historical construction, and in the binary division of gender to the exclusion of other experiences, other ways of being, masculinity throughout history was structured within societies transforming them into patriarchal societies around the world, involving various processes of sense production. In these processes, the construction of masculine identities is guided by a model of being, in a violent attempt that awakens machismo, violence, and prejudice as parts that integrate social structures. It is based on these aspects that we think about how education gives or not attention to these factors, thinking of the subject as a being that lives socially through language, with the marks of history and culture of its people. Thus, this paper aims to analyze studies of the contemporary curriculum based on the issues mentioned above, in addition to making an analysis of official documents of education with the delimitation in the preliminary version of the State Plan of Education of Alagoas (2015). This study is articulated in the linguistic-discursive theoretical-analytical field of Discourse Analysis, being this research grounded in the studies of Orlandi (2005, 2007, 2012). Therefore, our analyses discuss importante grounds for discussions about the meanings for masculinities in the school curriculum, allowing us to discuss and analyze the discourses and meanings that circulate in the educational field.