Background: In South Africa (SA), women with breast cancer (BC) present to the health care system at advanced stages of the disease, resulting in poor prognosis. Limited awareness of the disease, large distances to health care centers, and lack of affordable transportation have all been implicated as factors delaying presentation. In addition, women in SA have limited social and financial independence, which may make it difficult for them to resolve their own health care needs. Despite this, little is known about what South African male partners know about breast cancer and what role they play in their partner’s access to health care. Methods: This interpretive qualitative case study, guided by the theoretical framework of hegemonic masculinity(ies), used semi-structured interviews to investigate perceptions and knowledge of BC and gender norms in regards to health care access in a group of black South African males (n=20) in long-term heterosexual relationships living in a resource-poor setting. Interview data was analyzed using thematic analysis and compared to observational data collected through opportunities with local BC organizations. Results: Participants demonstrated very little knowledge of breast cancer and cancer in general. Some specific misconceptions about cancer are reported, including confusion between cancer and HIV. Participants were positive about receiving health care for cancer but are burdened by barriers to reaching care and a lack of access to information about the disease. The men describe themselves as playing an active, mostly positive role in their partner’s access to health care. They demonstrate perspectives about gender relations that defy hegemonic forms of masculinity. Conclusions: Major public health efforts are required to increase awareness of BC in order to encourage earlier presentation to the healthcare system. These efforts should recognize the importance of the male partner in women’s health issues. / Thesis / Master of Science (MSc) / In South Africa, women with breast cancer often do not reach the conventional healthcare system until the disease has progressed significantly and chances of survival are poor. This occurs because of a lack of knowledge about the disease and large distances to health care centers. Furthermore, in the male-dominated society of South Africa, women have limited independence. Therefore, this study sought to determine what men in South African know about breast cancer and how they are involved in their partner’s access to health care. Interviews were conducted with 20 men living in a resource-poor setting. The men portrayed little knowledge and specific misconceptions about breast cancer and cancer in general. They appear to be playing an active and mostly positive role in their partner’s access to health care. Public health efforts should increase awareness of the disease and recognize the significant role of the male partner in women’s health issues.

Introduction Nutrition transition concerns the broad changes in the human diet that have occurred over time and space. In low- to middle-income countries such as Indonesia, nutrient transition describes shifts from traditional diets high in cereal and fibre towards Western pattern diets high in sugars, fat, and animal-source foods. This causes a swift increase in the prevalence of overweight and obesity while undernutrition remains a great public health concern. Thus a double burden of malnutrition occurs in the population. The main aim of this investigation was to explore social and contextual determinants of malnutrition in Indonesia. The specific objectives were: (i) to examine body mass index (BMI) changes at the population level, and between and within socioeconomic groups; (ii) to estimate which context (i.e., household or district) has a greater effect on the variation of BMI; (iii) to assess the prevalence of double burden households (defined as the coexistence of underweight and overweight individuals residing in the same household) and its variation among communities as well as its determining factors; and (iv) to explore and understand what contributes to a double burden of malnutrition within a household by focusing on gender relations. Methods A mixed method approach was adopted in this study. For the quantitative analyses, nationally representative repeated cross-sectional survey data from four Indonesian Family Life Surveys (IFLS; 1993, 1997, 2000, 2007) were used. The IFLS contains information about individual-level, household-level and area-level characteristics. The analyses covered single and multilevel regressions. Data for the qualitative component were collected from sixteen focus group discussions conducted in Central Java and in the capital city Jakarta among 123 rural and urban men and women. Connell’s relational theory of gender and Charmaz’s constructive grounded theory were used to analyse the qualitative data. Results Greater increases in BMI were observed at higher percentiles compared to the segment of the population at lower percentiles. While inequalities in mean BMI decreased between socioeconomic groups, within group dispersion increased over time. Households were identified as an important social context in which the variation of BMI increased over time. Ignoring the household level did not change the relative variance contribution of districts on BMI in the contextual analysis. Approximately one-fifth of all households exhibited a double burden of malnutrition. Living in households with a higher socioeconomic status resulted in higher odds of double burden of malnutrition with the exception of women-headed households and communities with high social capital. The qualitative analysis resulted in the construction of three categories: capturing the significance of gendered power relations, the emerging obesogenic environment, and generational relations for child malnutrition. Conclusion At the population level, greater increases in within-group inequalities imply that growing inequalities in BMI were not merely driven by socioeconomic factors. This suggests that other under-recognised social and contextual factors may have a greater effect on the variation in BMI. At the contextual level, recognition of increased variation among households is important for creating strategies that respond to the differential needs of individuals within the same household. At the household level, women’s empowerment and community social capital should be promoted to reduce inequalities in the double burden of malnutrition across different socioeconomic groups. Ultimately community health and nutrition programmes will need to address gender empowerment and engage men in the fight against the emerging obesogenic environment and increased malnutrition that is evident within households, especially overweight and obesity among children.

Depuis les débuts de la deuxième vague féministe, la participation quasi-universelle des femmes au marché du travail a causé la perte, pour les pères de famille, du rôle de pourvoyeur exclusif que ces derniers avaient tenu depuis si longtemps. Les femmes hétérosexuelles de la société contemporaine sont dorénavant plus scolarisées et atteignent des carrières plus avancées que leurs contreparties masculines. Alors que les femmes soutiennent davantage la famille par leurs emplois, les hommes doivent proportionnellement assumer des rôles plus actifs et participatifs à la maison. En cette période de transition, de transformation et de redéfinition rapides des rôles genrés à l’intérieur de l’économie familiale hétérosexuelle, les pères participent de manière plus équitable à l’éducation des enfants et à l’entretien du domicile, ces rôles ayant longtemps été attribués presque exclusivement aux femmes. Ces nouvelles responsabilités détonnent avec les représentations stéréotypées des hommes dans la culture populaire, ainsi qu’avec les modèles d’identification de la masculinité normative que les hommes ont requis et requièrent toujours sous l’égide de l’hétérosexualité imposée. De ce fait, les hommes occidentaux de moins de cinquante ans se trouvent souvent à cheval entre deux mondes d’exigences concurrentes. La place que peuvent et doivent prendre les pères au sein de leurs familles requiert un questionnement critique. L’ironie de la place du père peut être comprise comme la tension entre les normes du genre rétrogrades ou conservatrices et les exigences – à la fois politiques et pragmatiques – de la masculinité de la classe moyenne contemporaine. Cette tension fondamentale et structurante de la masculinité contemporaine est vécue par l’anxiété d’association au genre, ainsi qu’à travers des difficultés filiales, paternelles et intergénérationnelles. Ce mémoire de maîtrise adopte une approche déconstructiviste envers l’analyse de constructions contemporaines de la masculinité reproductive. À travers les gender studies, la théorie queer ainsi que la psychanalyse, le mémoire offre des lectures analytiques du discours de croissance personnelle de John Stoltenberg, de la fiction autobiographique de Karl Ove Knausgaard, ainsi que de la série télévisée américaine Dexter. / Since the onset of second-wave feminism, the nearly universal participation of women in the labour market has loosened fathers’ grip on the role of exclusive household provider that they had held for so long. Increasingly, heterosexual women in contemporary society have higher levels of education and more advanced careers than their male partners; in direct proportion as women are breadwinners, men are required to assume more active, participatory domestic roles. In this time of rapid transition, transformation, and redefinition of gender roles within the heterosexual domestic economy, fathers participate more equitably in raising children and homemaking, roles that historically and culturally had long been assigned exclusively to women. These new responsibilities sit uneasily with popular culture’s stereotypical representation of men, and with identificatory models of normative masculinity that men have required under the auspices of compulsory heterosexuality. Consequently, western men younger than fifty often find themselves straddling two worlds of competing imperatives. The place that fathers can and must take in their families requires a critical inquiry. The irony of the father’s place can be understood as the tension between retrograde or conservative gender norms and the demands – both political and pragmatic – of contemporary middle-class masculinity. This underlying, structuring tension of contemporary masculinity is experienced in gender alignment anxiety, along with filial, paternal, and inter-generational difficulties. This thesis adopts a deconstructionist approach to the analysis of contemporary constructions of reproductive masculinity. Working among gender studies, queer theory, and psychoanalysis, it offers analytical readings of the ‘self-help’ discourses of John Stoltenberg, the fictional autobiography of Karl Ove Knausgaard, and the American television series, Dexter.

Les corps de direction de l’administration pénitentiaire, à l’instar des cadres de la fonction publique, connaissent un processus remarquable de féminisation. Bien que nombreuses - les directrices représentent environ 45% de l’encadrement - et très diplômées, elles restent rares à occuper des postes à hautes responsabilités et sont, au contraire, surreprésentées dans des activités de cadre intermédiaire. En ce sens, les directeurs pénitentiaires ne font pas figure d’exception dans les professions de l’encadrement de la fonction publique ou du secteur privé. Qu’il s’agisse des Directeurs des Services Pénitentiaires ou des Directeurs Pénitentiaires d’Insertion et de Probation, leurs parcours restent en conformité avec les rôles de sexes attribués aux hommes et aux femmes. Ces dernières, prioritairement assignées à la sphère familiale tentent de concilier au mieux carrière et vie privée tandis que les directeurs, dans les pas de leurs prédécesseurs, perpétuent le triptyque au fondement de leur identité professionnelle : autorité, mobilité, disponibilité. A l’appui d’une analyse quantitative exhaustive et d’une enquête par entretiens menée auprès de 22 personnels de direction, nous observons l’existence d’un plafond de verre et une distribution genrée des emplois, résultant de freins organisationnels et de représentations sexuées d’une fonction considérée encore comme masculine. Les différentes réformes qu’a connues l’administration pénitentiaire, visant à moderniser cette institution, ont introduit néanmoins des changements dans la manière d’exercer la fonction et ont probablement favorisé la féminisation du métier. Pour autant, ces avancées apparaissent encore trop ténues et récentes pour remettre en question les schémas d’une division sexuelle du travail séculaire et déverrouiller tous les accès à l’égalité professionnelle pour les femmes. La persistance des stéréotypes, réactivée par une mixité essentialisée, reste un obstacle majeur d’autant que la féminisation des corps de direction provoque des inquiétudes, et des résistances, plus ou moins visibles. / The management corps of prison administration, like public service management, is experiencing a remarkable process of feminization. Although numerous, female directors represent 45% of the managers and very qualified, they rarely hold high responsibility positions and are on the contrary over represented as middle managers. In this sense, prison authority directors are not an exception in public service administration or private sector management. Whether penitentiary service directors or integration and probation directors, their backgrounds are in accordance with the gender roles attributed to men and women. The later (women), primarily assigned to the family sphere, try to best conciliate career and private life whereas male managers following in the footsteps of their predecessors, perpetuate the three foundations of professional identity: authority, mobility, availability. In support of a comprehensive quantitative analysis and interviews conducted with 22 managers, we observe a glass of ceiling and gender distribution of jobs, resulting from organization brakes and gender representations for functions still considered as masculine. The various reforms experienced by the prison administration to modernize this institution, have nevertheless introduced changes in how to exercise the function and probably favored the feminization of the profession. However, these advances still appear too tenuous and recent to challenge the patterns of sexual division of labor unlock all access to equal opportunities for women. The persistence of stereotypes, reactivated by an essentialized mix, remains a major obstacle, especially as the feminization of the management profession causes concern and resistance, more or less visible.

O objetivo desta pesquisa foi refletir sobre a dimensão feminina na campesinidade e a importância de sua valorização para a incorporação dos aspectos sócio-culturais na prática agroecológica. A agroecologia pode ser definida como um campo de estudos de caráter multidisciplinar, que tem como objetivo articular o saber-fazer científico ao saber-fazer das comunidades rurais, como forma de potencializar práticas sustentáveis de agricultura. Como movimento de oposição ao processo de modernização da agricultura, busca recuperar as condições socioambientais perturbadas por este e viabilizar a construção de uma realidade sustentável. Contudo, tem-se constatado atualmente que a prática agroecológica brasileira tem sido realizada de maneira restrita, limitando-se principalmente a aspectos técnicos, insuficiente à realização da transformação pretendida teoricamente. Neste trabalho analisou-se, portanto, as possibilidades da campesinidade, e particularmente a valorização da sua dimensão feminina, contribuir para efetivar o projeto agroecológico de construção da sustentabilidade. Para tanto, realizou-se: (1) um estudo sobre as diferentes concepções teóricas da agroecologia e suas possibilidades de articulação para construção de uma proposta de agroecologia plena; (2) uma análise teórica sobre o campesinato e as características da campesinidade, de uma perspectiva de gênero, como fundamentação para a pesquisa de campo; (3) análises empíricas sobre campesinidade, relações de gênero na unidade familiar de produção e prática agroecológica, em duas realidades distintas: a região do Vale do Ribeira/SP e o município de Joanópolis/SP; e finalmente, (4) uma reflexão sobre as potencialidades de contribuição da dimensão feminina e da campesinidade para a construção da agroecologia plena. A pesquisa de campo foi realizada através de observação participante e realização de entrevistas abertas, buscando diversas formas de reduzir a distância existente entre pesquisadores e pesquisados. Como conclusão, constatou-se que (1) o processo de modernização da agricultura causou efeitos perturbadores à campesinidade e às relações de gênero, mas que, ainda assim, (2) é possível encontrar elementos de campesinidade nas realidades transformadas por esse processo. No entanto, (3) as iniciativas agroecológicas estudadas não alcançaram as condições necessárias para transcender os efeitos desta modernização sobre a organização sócio-cultural camponesa, especialmente no que se refere à masculinização dos processos familiares de produção. Finalmente, sugeriu-se que, quanto ao procedimento metodológico, a antropologia tem muito a contribuir com a construção de uma agroecologia plena. / The aim of this research was to reflect about the feminine dimension inside rural communities and the importance of feminine valorization looking to incorporate socio cultural aspects in agroecological practice. Agroecology can be defined as a multidisciplinary field of study that aims to articulate the scientific know-how with the rural communities know-how, as a way to strengthen sustainable practices in agriculture. As an opposition movement against the agricultural modernization process, it seeks to recover socio environmental conditions disturbed by it and facilitate the construction of a sustainable reality. However, it has been confirmed that agroecolgy has been practiced in a restricted way, limiting it to technical aspects that are not enough to reach the aimed theoretical transformation. Therefore, the contribution of rural communities, especially regarding feminine valorization was analyzed looking to see its contributions to the execution of an agroecological project for the construction of sustainability. Looking to achieve the objectives of this research, the following analysis were made: (1) a study about the different theoretical conceptions about agroecolgy and its articulation possibilities to construct a full agroecological proposal; (2) a theoretical analysis about rural communities and its characteristics from a gender perspective, as the basis for the field study; (3) empirical analysis about rural communities, gender relations inside the family production unit and agroecological practice in two different realities: Vale do Ribeira region SP, Brazil and Joanópolis municipality SP, Brazil; finally, (4) a reflection about the potentialities of feminine dimension contribution and of rural communities for the construction of a full agroecolgy. Field research was carried out by means of participant observation and open interviews, looking to reduce the distance between the researcher and the researched in several ways. To conclude it can be stated that (1) the agriculture modernization process caused disturbing effects to rural communities and to gender relations, but, even so (2) it is possible to find rural elements in the realities modified by this process. However, (3) the analyzed agroecological initiatives did not achieve the necessary conditions to transcend the effects of this modernization inside the rural socio cultural organization, especially regarding the masculinization of family production processes. Finally, it is suggested that anthropology can make a great contribution to the construction of a full agroecolgy, regarding the methodological procedure.

Dados oficiais do censo escolar, produzidos e divulgados pelo Instituto de estudos e pesquisas educacionais Anísio Teixeira em 2009, confirmam a prevalência de 2/3 de meninos entre as matrículas da educação especial registradas no Brasil e no município de São Paulo, com uma ligeira predominância dos alunos brancos no Brasil e mais de 40% no município de São Paulo. No entanto, chama atenção o fato de mais de 38% dos alunos matriculados nessa modalidade não terem declarado sua cor/raça em nível nacional e pouco mais de 22% no município estudado. Estudos localizados sobre o tema diferenças de sexo, e de gênero e escolarização não são conclusivos e constatou-se número restrito de produções nacionais sobre esse assunto. A literatura estrangeira indica uma super-representação de meninos negros em serviços de educação especial encaminhados, principalmente, por questões culturais e socioeconômicas. Nesta pesquisa, de natureza qualitativa, pretendeu-se averiguar e analisar os motivos que embasam o encaminhamento dos alunos para Salas de recursos da rede municipal de São Paulo, com recorte de gênero e cor/raça, cotejando-os com orientações e/ou critérios oficiais para o seu encaminhamento. Para alcançar os objetivos desta tese, foi solicitado à Secretaria Municipal de Educação dados sobre a matrícula e o atendimento dos alunos atendidos nesse serviço. A análise das informações indicou-nos que a maioria dos alunos atendidos nas Salas de recursos em 2011 era composta por aqueles com deficiência intelectual sendo que havia mais estudantes do sexo masculino (60,52%) e que, em quase todos os tipos de deficiência e Transtorno global de desenvolvimento, registrou-se mais meninos atendidos do que meninas. A respeito da cor/raça dos alunos com deficiência intelectual, em 2011 a Rede municipal de ensino registrou supremacia no atendimento de alunos classificados como brancos, cerca de 84%, seguidos pelos pardos (57%), os não declarados (45%) e os pretos (11%). Para a segunda fase deste estudo, escolheu-se como delineamento de pesquisa o estudo de caso. A coleta de dados foi realizada em uma escola municipal paulistana de ensino fundamental, na qual foram entrevistadas a coordenadora pedagógica e a professora da sala de recursos, e também foram analisados os prontuários dos alunos que estavam em atendimento pela referida sala. Foram encaminhados questionários de caracterização socioeconômica para os alunos da Sala de recursos e para os seus colegas das classes comuns. A análise dos dados mostrou-nos que nessa escola a maioria dos alunos atendidos nessa sala possuía laudo clínico e não havia predominância de alunos negros, todavia, pode-se considerar, tal como em outros estudos brasileiros, que a professora tendeu a embranquecer alguns alunos. Em relação a situação socioeconômica, verificou-se que os alunos atendidos na Sala de recursos, tal como a amostra de estudantes das classes comuns da escola na qual realizamos a pesquisa, estavam inseridos na classe C. Desse modo, as condições de gestão e de trabalho pedagógico encontradas na escola pesquisada podem justificar os dados que não confirmam os estudos sobre gênero, cor/raça e educação especial. / Official data from the school census, produced and released by Instituto de estudos e pesquisas educacionais Anísio Teixeira in 2009, confirm the prevalence of 2/3 of boys between the enrollment of special education registered in Brazil and in São Paulo municipality, with a slight predominance of white students in Brazil and over 40% in São Paulo. However, it draw attention that more than 38% of the students enrolled in this modality have not declared their color/race nationally and just over 22% in the municipality. Studies located about gender differences and gender and schooling topic are not conclusive and it was found limited number of national productions on this subject. Foreign literature indicates an overrepresentation of black children in special education services directed mainly by socioeconomic and cultural issues. In this qualitative research, it was intended to assess and analyze the reasons for the referral of students to resource rooms in the municipality of São Paulo, looking at gender and race/color information, comparing them with guidelines and/or official criteria for their referral. To achieve the objectives of this thesis it was solicited to the Municipal Department of Education data about enrollment and attendance of students serve on this service. Analysis of the data indicated us that the majority of students served in resource rooms in 2011 was composed of those with intellectual disabilities and that there were more male students (60.52%) and that in almost all types of deficiency disorder and global development, there were more boys than girls attended. Regarding the color/race of students with intellectual disabilities, in 2011 the municipal school network recorded supremacy in serving students classified as white, about 84%, followed by brown (57%), the unreported (45%) and blacks (11%). For the second phase of this study, it was chosen as the research design case study. Data was collected in a municipal elementary school, where we interviewed the educational coordinator and the resource room teacher, and also analyzed the records of students who were in attendance by that room. Questionnaires were sent for the socioeconomic characterization of the students Resource room and their colleagues from common classes. Data analysis showed us that in this school most of the students served in the resource room had a clinical report and there was no predominance of black students, however, can be considered, as in other Brazilian studies, that the teacher tended to \"whiten\" some students. Regarding socioeconomic status, it was found that the students served in the resource room, such as the sample of students in regular classes in school which the survey was conducted, were classified in Class C. Thus, the conditions of management and pedagogical work found in the school where the study was carried on can justify the data that not confirm the studies on gender, color / race and special education.

Esta tese explora relações entre o adultério e a política romana em torno de questões acerca da sexualidade feminina e da violência contra a mulher. Temos como objetivo compreender o contexto próximo à Lei Júlia sobre adultério, promulgada por volta do ano 18 a.C., por Augusto, primeiro imperador de Roma (31 a.C.-14 d.C.). Esta lei, voltada para a aristocracia, fez parte da reforma política empreendida por este imperador no período de transição da República para o Império Romano. A lei determinava o exílio, em ilhas diferentes, para ambos os acusados, e fixava os limites de ação no que diz respeito as práticas punitivas de adúlteros, principalmente aquelas exercidas diretamente por pais e maridos. Uma de nossas hipóteses é que antes da Lei Júlia havia uma disputa pela legitimidade de algumas práticas punitivas, que tinham como garantia parcial a realização dos conselhos domésticos organizados pelos homens ofendidos, ou seja, os homens do grupo familiar da mulher acusada de adultério. Esta garantia era parcial porque as práticas necessitavam ser validadas por esse conselho, que, por sua vez, também tinha a sua validade questionada. Em torno destas validações permeavam costumes e discursos marcados por uma noção da expurgação da mulher adúltera da sociedade. Esta noção habitava o ideário romano e é notável, por exemplo, em narrativas sobre episódios importantes da história romana relacionados ao desenvolvimento político dessa sociedade, e também em aspectos da religião. Além disso, esta noção se relacionava com o poder sobre vida e morte dos tutelados, que poderia ser exercido pelo pater familias. Entretanto, este poder específico sofria graves questionamentos quando exercido de forma arbitrária, de modo que o pater familias tinha como dever expor as causas e circunstâncias da morte perpetrada. De certo modo, o adultério feminino era tido como causa aceitável para a morte da mulher. Contudo, discutia-se quem deveria ou a quem caberia tal ação: pai, marido ou governo. Neste sentido, esta tese identifica e analisa um debate, apresentado pelas fontes literárias do final da República e início do Império, a respeito da relação ideal entre a res publica e as mulheres no quesito da punição. Este debate demonstra como a aristocracia masculina pensava e discutia os limites da jurisdição privada e pública sobre as mulheres. E, também, revela a natureza da reação da aristocracia contra a Lei Júlia, entendida por este setor como interferência do governante no poder doméstico e privado do pater familias. Além disso, esse debate nos mostra de que forma, em uma sociedade patriarcal, a castidade feminina era vinculada a uma ideia de harmonia política e social. / This thesis explores some relationships between adultery and Roman politics related to questions about female sexuality and violence against women. The aim is to understand the context of the \'Julian Law on Adultery\', enacted around 18 B.C., by Augustus, the first emperor of Rome (31 B.C.- A.D. 14). This law was aimed at the aristocracy and formed part of the political reforms undertaken by Augustus during the transition from the Republic to the Roman Empire. The law prescribed the exile, to different islands, of both defendants in cases of adultery and set limits concerning the punishments of adulterers, notably those that were administered directly by fathers and husbands. The thesis hypothesises that before the Julian Law, there were disputes over the legitimacy of certain punishments for adulterers. The existence of these punishments was partially guaranteed through domestic councils that were organized by the offended men. These were men from the family of the woman who was charged with adultery. This guarantee was partial because some forms of punishment needed to be validated by this council, which, in turn, was also threatened. It shows some customs and discourses supporting the idea of excluding the adulterous woman from the society. That idea is present on some aspects of the roman ideology, for example, in narratives of important episodes of the roman political development and also in the religion. This idea was related to the power over life and death that could be exercised by pater familias over daughters and sons. However, this specific power was seriously questioned when exercised in an arbitrary manner. The pater familias was required to disclose the causes and circumstances of the death that he was responsible for. Female adultery was regarded as an acceptable reason for the woman\'s death. In the meantime, it was discussed who ought to enact this punishment: father, husband or government. In this sense, the thesis identifies and analyses a debate evident in late Republican and early imperial literary sources regarding the ideal relationship between the res publica and women in terms of punishment. This debate demonstrates how the male aristocracy thought about and discussed the limits of private and public jurisdiction over women. It also reveals how the aristocracy reacted against the Julian Law, regarding it as interfering with the domestic and private power of the pater familias. In addition, this debate shows us how a patriarchal society linked female chastity to the idea of political and social harmony.

Esta pesquisa teve por objetivo verificar como as masculinidades e feminilidades são mostradas, cronologicamente, nos manuais do FLE (Francês Língua Estrangeira), analisando sobretudo as visões sexistas da diferença dos sexos e as relações de gênero. Segundo Scott (1999), a visão sexista dominou durante séculos as análises que se propunham refletir sobre a problemática das diferenças sexuais. Na verdade, tratava-se de uma visão estática do que representava ser homem ou ser mulher nas sociedades ocidentais. Somente a partir da revolução sexual proposta pelo Movimento feminista anglo-americano dos anos 1960 que se começou a pensar em gênero como resultado sócio-cultural das diferenças dos corpos masculino e feminino, percebendo que a identidade de gênero é construída para além do corpo biológico e, além do mais, passível de variações no tempo e no espaço. Para a realização desta pesquisa, selecionamos alguns manuais representativos na história do FLE, mais especificamente seis manuais produzidos a partir de 1960, ano da publicação do manual VIF, que coincide com o início movimento feminista. Para tanto, foi feita uma análise descritiva das imagens e textos pertinentes à pesquisa. Nossa hipótese de partida era a de que encontraríamos dentro desses manuais muito mais visões sexistas do que variações das identidades de gênero. Acreditamos que esta pesquisa é promissora no domínio do Ensino de Línguas Estrangeiras, em especial do FLE, pois pode oferecer aos professores de LE outros elementos de análise e de crítica sobre o livro didático e, conseqüentemente, sobre suas práticas pedagógicas. / The object of this research was to check how male and female chracteristics are chronologically presented in the FFL (French as a Foreign Language) manuals, through the analysis of sexist views of the difference between genders and their relations. According to Scott (1999), for centuries the sexist point of view was predominant in the analyses of sexual differences. In fact, it was a stactic view of the representation of what was believed to be a man or a woman in the Western civilization. Just after the sexual revolution resulting from the American Liberation Movement of the 1960s did one start to reflect on gender as a result of social and cultural-based concepts between male and female bodies, and to notice that gender identity is built beyond the biological body, thus subjected to time and space variations. For the sake of this research , we selected some manuals which are benchmarks in the history of FFL, more specifically six manuals produced as of 1960, year of the publication of the VIF, which coincides with the start of the Liberation Movement. We proceeded to make a descriptive analysis of the images and texts which fit the research. We hypothesized finding many more sexist views in these manuals than variations of gender identities. We believe that this research is very promising in the Foreign Language Studies domain, specially in FFL, for it may offer FL teachers other elements of analysis and criticism of the textbook and, consequently, of its pedagogic practices.

Esta tese apresenta o resultado de um estudo realizado em uma escola municipal de Educação Infantil da rede municipal de São Paulo (Emei). O objetivo foi observar e interpretar as interações entre professoras e crianças em geral e, especialmente, as crianças que transgridem os padrões de gênero que lhes são impostos, dando significados e estruturando suas experiências sociais. Trata-se de investigação qualitativa, de inspiração etnográfica, que envolveu quatro turmas de crianças de 3 a 6 anos e suas professoras e recorreu aos registros das observações em caderno de campo e às entrevistas realizadas com professoras. Apresenta os construtos e os conhecimentos nos quais as professoras se baseiam, ao lidar com os conflitos relativos às questões de gênero na infância, tais como a explicação das diferenças baseada na Biologia e na Genética e a compreensão da identidade de gênero das crianças como estática e universal. Os resultados apontam para práticas e estratégias de organização dos tempos e dos espaços, caracterizadas por uma disciplina heteronormativa de controle, regulação e normatização dos corpos e dos desejos de meninas e meninos. Destacou-se, nesta forma de organização institucional, uma intencionalidade pedagógica que tem no sexo um importante critério para a organização e para os usos dos tempos e dos espaços. Entretanto, apesar dessas formas de controle, o poder das professoras sobre meninas e meninos não é universal e unilateral, e o processo de socialização não se dá de forma passiva. Meninas e meninos encontram brechas no gerenciamento do dia a dia da pré-escola e criam estratégias inteligentes para alcançar seus desejos. A possibilidade de participar de um coletivo infantil, a capacidade de imaginar e fantasiar, os momentos livres e autônomos de brincadeiras, a sociabilidade e as amizades, os tempos e os espaços com menor controle das pessoas adultas, permitem a criação de diferentes formas de burlar as estruturas propostas e de iniciar sempre um novo movimento de transgressão. A pesquisa revela ainda os espaços da pré-escola como espaços de encontro, confronto e convívio com a diversidade. Nesse contexto, as possibilidades de produção, reprodução e resistência à discriminação de gênero interagem de maneira complexa e colocam-nos muitos desafios. Diante da necessidade do reconhecimento e da valorização das diferenças de gênero, esta investigação aponta para a emergência da inclusão da perspectiva de gênero e de novos direitos das crianças nas políticas públicas de Educação Infantil. / This thesis presents the study of gender in a municipal school of Early Childhood Education (Emei). Conducted in the city of São Paulo, the objective of the study was to analyse the interactions between teachers and children and, in special, observe and interpret the children that, to crossing the line of the patterns imposed on them, transgress the gender limits, giving new meaning and structure to their social practices. This ethnographic research is qualitative, it investigates four groups of children (aged 3 to 6 years) and their teachers; to do this, field records and interviews were used. We investigate the basis of the knowledge used by teachers to deal with conflicts and gender issues in childhood; the explanation of these differences are based on biology, genetics, and in the understanding of children gender identity as static and universal. The results point to existence of practices and strategies, for time and space organization, characterized by a heteronormativity discipline control, regulation and standardization of bodies and desires. This thesis figured out a pedagogic intention in the usage of sex as criteria for time and space control. However, despite the forms of control, the power of the teachers on girls and boys is not universal, neither one-way relationship; the process of socialization does not happen passively. Girls and boys find gaps in the management policy and, smartly, create strategies to achieve their desires and wills. Several factors as, for example, the different possibilities for collective participation in preschool, imagination, the freedom during the play time, easy sociability and desire for friendships, especially in times and spaces with less control of adults, creates a condition to get around the proposed structures, bypassing them, and always starting a new movement into transgression zones. The research also reveals that the preschool is an special place and time for found, facing and living with difference and diversity; the plenty of possibilities of production, reproduction and resistance to gender discrimination interact in a complex way, bringing us many education challenges. This research, aware of the importance of gender issues, claims that is immediately needed to include new rights of children in the public policies for early childhood education.

Essa dissertação de mestrado teve por objetivo analisar as experiências em gênero e diversidade sexual, com base em narrativas de professores e professoras que realizaram o curso Gênero e Diversidade na Escola (GDE). Buscou-se compreender, também, os processos de comprometimento com o tema no que tange à quebra do silenciamento dos temas gênero e diversidade sexual imposto nos âmbitos social, acadêmico e escolar. Desse modo, pretende-se contribuir com o debate sobre a formação docente em gênero e diversidade sexual, por meio da discussão da formação continuada oferecida no GDE. O GDE examinado foi oferecido pela UNESP campus de Rio Claro na cidade de Jaú, interior de São Paulo. A formação foi ofertada aos (as) professores (as) da educação básica da rede eestadual e da rede municipal duas vezes entre 2009 e 2010. Nessa pesquisa, são analisadas as discussões, realizadas em fóruns, e os memoriais entregues por 30 professores-cursistas de uma turma do polo de Jaú, no ano de 2009. Por meio de uma análise qualitativa e do método da análise de prosa (ANDRÉ, 1983), essa pesquisa analisa as marcas da experiência em gênero e diversidade sexual que esses (as) professores (as) revelaram durante o curso. Com base nos estudos de Jorge Larrosa (2002, 2011) examina-se o GDE enquanto experiência e verifica-se como essa experiência criou comprometimentos dos sujeitos envolvidos com o tema e deixou marcas em seu pensar e agir. Tais marcas revelaram que os (as) professores (as) buscaram a formação por meio de diferentes aspirações relacionadas a duas dimensões de comprometimento com o tema, a dimensão pessoal e a profissional. Desse modo, a pesquisa revela que a maneira pela qual cada um (uma) apreendeu os conceitos do curso e (trans)formou sua subjetividade a partir das reflexões realizadas foi única, tendo diferentes intensidades. Revelou, ainda, que os processos pelos quais se consolidam e reelaboram os próprios conceitos sobre gênero e diversidade sexual são contraditórios e marcados por pausas, avanços ou retrocessos. Contudo, o GDE demonstra ser um impulsionador para a reflexão acerca do gênero e da diversidade sexual, revelando ter potencial para iniciar (trans)formações das práticas escolares relacionadas a essas questões. / The purpose of this dissertation is to analyze the experiences on gender and sexual diversity based on narratives of teachers who attended the training program Gênero e Diversidade na Escola (Gender and Sexual Diversity) GDE. Additionally, I seek to understand the process of commitment to the issue considering the breach of the silence imposed in social, academic and school contexts about gender and sexual diversity. I intend to contribute to the debate about teachers training on gender and sexual diversity by discussing the continuing education offered by GDE. The training was offered twice between 2009 and 2010 to basic education teachers working in both city and state public education networks. In this research I analyze discussions held in forums and memorials written by 30 teachers who attended the course in Jaú São Paulo State, in 2009. Through qualitative research and prose analysis method (André, 1983), this investigation examines traces of experience in gender and sexual diversity revealed by teachers during the course. Based on Jorge Larrosas work (2002, 2011), I investigate GDE teachers training program as an experience, trying to explore the ways this experience constructed teachers commitments to the issue as well as what traces it may have left on their thinking and action abilities. Such traces indicated that teachers looked for this particular course inspired by different desires basically relating to two dimensions of commitment to the issue, the personal and the professional dimensions. Therefore the research indicates that the way each teacher learned the concepts discussed in the course - and transformed his/her subjectivity - was unique and had different levels of intensity. Results show that the process through which teachers consolidate and resignify their own concepts of gender and sexual diversity are contradictory and characterized by breaks, advances or regressions. However, GDE appears to promote the reflection about gender and sexual diversity, pointing out its potential to start off transformation of school practices on these issues.