What does public school managers understand about gender?

Abstract

The research aims to understand pedagogical knowledge and practices that was carried out by managers of the public education system on gender theme. It is questioned what knowledge and activities are developed by school managers toward educational actions that encourage the respect to the differences and diversities in the school about the gender issues, since this also is responsible for the educational formation of the student. Under the assumption that the themes about gender are few discussed in the school scenario, It is defended the assumption that its social visibility, especially in formative spaces, needs to be expanded and involve all members of the school community; the managers should encourage and support initiatives in this direction. With qualitative approach, a case study involving three managers of the public education network in the city of Fortaleza, Ceará, is used. With methodological contribution of the Thematic Oral History, the interviewers found difficulties in understanding the concepts of gender, biological sex and sexuality, even though they affirmed support for lectures and awareness-raising activities to deal with gender diversity in the classroom. They reported resistance from some students and teachers. The incipient theoretical knowledge of the managers and the resistances evidences the necessity of debates, teaching practices and public policies directed to the pluralities, against the culture of the prejudice.