O gênero da pedagogia: o estado da arte na FACED/UFBA (2000 - 2012)

Abstract

The main objective of this work is to carry out an analysis on the process of feminization of the pedagogy course, as well as its implications for education and the job market. To do so, I carried out a bibliographic research by scanning the FACED library on academic productions on the subject, as well as the laws that govern the educational system. Based on key words such as gender, pedagogy, feminization of pedagogy and the history of female education, I sought to dialogue on issues such as the role of women in science, gender in education and feminism in curricular and public policy issues. The collection procedure used was the bibliographic file, having the nature of the investigation a descriptive research and the analysis procedure from the definition of categories that brought together subsets that guided this monograph. In this way, I used concepts from authors such as Beauvoir (1967), Louro (2003), Souza (2003), Yannoulas (2011), among others. This work is structured in three chapters, and at the end of these, it is concluded that the process of feminization of education has aspects marked by sexist ideologies, in which women had their rights suppressed, which resulted in struggles for equal rights that led to a new configuration of the social perspective on teaching, as well as the emergence of society in discussing the issue of gender in schools.