Representações de gênero nos livros didáticos dos anos iniciais do Ensino Fundamental

Abstract

In the current context of Brazilian education, many efforts have been made to eliminate discussions in schools about gender identities. This work was constructed from the understanding of the need to reflect on this theme in the school environment, considering the social inequalities between men and women, justified by biological differences. Understanding that these inequalities are materialized in the school environment through teaching practices, routines and didactic materials, the aim was to analyze the representations of gender present in textbooks of the second cycle of the initial years of Elementary School. The books analyzed belong to the Ápis collection of Editora Ática and were selected by the National Program of Didactic Book of 2016. This research was based on poststructuralist studies and, in terms of methodology of analysis of the books, was inspired by Content Analysis. From the research carried out, there was a process of perpetuating stereotypes related to women and men in textbooks, as well as the exclusion of other identities. In addition, there were mechanisms for perpetuating inequalities, but also, although rare, points of rupture. In this context, the use of a sexist language is emphasized in most of the books, in which the masculine, for the most part, presents itself as a universal reference.