“Ideologia de gênero”?: o discurso sobre os papéis sociais do masculino e feminino apresentado no livro didático

Abstract

The research presented is the dissertation defended in 2019 by the Master in Letters of UFGD and studies the representation of social roles of female and male gender present in proposals for textual productions in 9th grade textbooks (CEREJA, MAGALHÃES, 2015) of public schools in the city of Dourados. The school environment contributes significantly to the formation of citizens in society and the discourses that circulate in this space can lead, influence the way students understand and process information and values about the social roles of men and women. Assuming that we currently live the whole structure of our society based on patriarchal values, the hypothesis studied is that there may be some transformation in the didactic approaches of the textbooks social roles of men and women, living now with wide range of discussions on the subject, both due to gender equality bias and those raised decades ago by Beauviour (1960) and Butler (2013) and the conservative wave circulating in the country's social and political circles, stating that there is an “gender ideology". Based on studies on the process of meaning construction in utterances, such as Foucault's archaeological method (2007; 2014), we understand that there are reproductions and discursive resistances to be considered on a broad spectrum. A qualitative research was conducted, with a descriptive-explanatory approach, based on the French Discourse Analysis (ORLANDI, 2010; PÊCHEUX, 2009). Thus, we identified, described and analyzed the linguisticdiscursive recurrences about genres in the verbal utterances present in the textbook in question. The reflections produced in the investigative way aim to contribute to the understanding of the construction of social roles of each gender today and to pay attention to the role of pedagogical practices that can influence the reinforcement of cultural patterns, since the result of the analyzes demonstrates the recurrence of gender stereotypes in conducting the reflections presented to students.