Dialogues between gender, health and educational law: placing in analysis the curricular guidelines of education

Abstract

In this article, we will discuss the thematic about gender, health and promotion of citizenship, by means of analysis of the Curriculum Guidelines  of  National Education. With this research, we problematize the production of meanings, in relation to the thematic chosen, with the purpose of putting in analysis that notions of subject and of world official materials of the Ministry of Education makes available for the exercise of educational practices. We make use of theoretical contributions related to Education Law, to Gender Studies of post-structuralist inspiration, and Social Constructionism. The guidelines, understood as public domain materials, were analyzed by means of Discourse Analysis proposed by Mary Jane Spink. With the present work, we conclude that the Guidelines point to a conception of subject and world in a constant process of construction, notion is linked to the promotion of citizenship and the precepts of the authors that guided this study. Inspired by this research, we raise the question of how the authors that put these actions into practice in their educational contexts experience such Guidelines, experience such Guidelines, considering that this problematizing logic, printed on the materials under analysis, not always compact with the notions of subject and world experienced by the communities in their daily lives.