Formação docente em matemática: gênero e patriarcado nos projetos pedagógicos de curso de licenciatura em Mato Grosso do Sul

Abstract

This dissertation aims to critically analyze how gender issues and power relations marked by patriarchy are addressed in Course Pedagogical Projects (PPCs) for Mathematics Degrees at public universities in the state of Mato Grosso do Sul, specifically at UEMS, UFGD, and UFMS, seeking to understand their implications for teacher training. The research is based on the assumption that the curriculum, as a social construct, acts to reproduce and/or challenge inequalities, and that teacher training can contribute to the development of more critical teaching practices committed to equity. In this sense, the work dialogues with the concepts of gender and patriarchy, understanding them as historical and social constructions in constant transformation, which maintain structures of domination and oppression that are often naturalized. The research is based on references such as Saffioti (2015), Butler (2018), Federici (2021), Lerner (2019), Bourdieu and Passeron (2013), Freire (2019; 2020), and Apple (1982; 2013), whose contributions allow us to think about the connections between curriculum, gender, patriarchy, and mathematics education. Methodologically, we adopt documentary analysis, as described by Cellard (2008). Federal and state normative documents were analyzed, such as the LDB, the guidelines that underpin teacher training, and the national and state education plans, in addition to statistical data that highlight gender inequalities in Brazil and, specifically, in Mato Grosso do Sul, a state that ranks alarmingly high in rates of femicide and wage disparities between men and women. Finally, the research focuses on a critical reading of the PPCs of public universities in the state, seeking to identify how gender and patriarchy appear (or are silenced) in the course design, graduate profile, syllabi, and bibliographic references. This research aims to contribute to the field of teacher training, specifically for teachers who teach mathematics, highlighting the importance of integrating discussions about gender into initial training, as well as pointing out paths towards a more democratic, reflective, and socially committed education.