Orientador: Terezinha de Jesus Machado Maher / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-16T10:59:59Z (GMT). No. of bitstreams: 1 Castro_NilsandraMartinsde_M.pdf: 974308 bytes, checksum: a94f270f87998720bc1455e0d04ebb5c (MD5) Previous issue date: 2010 / Resumo: O propósito do estudo descrito nesta dissertação de mestrado foi o de refletir acerca de questões relacionadas a identidades de gênero e à sexualidade no cenário da Educação Infantil, considerando para tanto discursos de profissionais que atuam nesse campo educativo. Mais especificamente buscamos compreender as representações de profissionais masculinos e femininos que atuam em um município de médio porte no interior paulista acerca de suas próprias identidades e das práticas pedagógicas que envolvem questões de gênero e de sexualidade. A pesquisa em questão é de base qualitativa interpretativista e se insere área da Linguística Aplicada. A investigação foi dividida em três etapas. A primeira incluiu a definição do tema da pesquisa, a escolha do arcabouço teórico geral e a revisão de autores relevantes presentes na literatura especializada, com especial ênfase naqueles que problematizavam as questões do multiculturalismo e das representações de identidade de gênero e de sexualidade. Na segunda etapa, definimos o cenário da pesquisa e o processo de geração de registros. Definiu-se que, em termos gerais, os registros primários seriam gerados em entrevistas com profissionais desse campo de atuação realizadas em seus locais de trabalho e que trechos de trabalhos finais de um curso de especialização comporiam dados secundários do corpus analisado. Na terceira etapa, iniciamos e finalizamos a análise dos registros gerados na fase anterior. Nossa pesquisa está ligada aos Estudos Culturais cujas reflexões auxiliam na compreensão das representações das identidades no espaço escolar. Valemo-nos das noções de pós-modernidade e dos processos de construção de identidades sociais, os quais apontam para a chamada "crise de identidade". Ainda nos valemos dos Parâmetros Curriculares Nacionais, principalmente o que correspondente às orientações sobre o tratamento da temática no volume destinado aos temas transversais, visando compreender o lugar concedido a essas questões nas escolas. Em um primeiro momento, pudemos notar que as representações analisadas indicaram uma sensibilidade e maturidade dos participantes da pesquisa no que se refere a questões que envolvem gênero e sexualidade. No entanto, notamos que esses discursos são heterogêneos e, por vezes, contraditórios, atravessados que são por diferentes perspectivas ideológicas. Assim, as identidades dos participantes apontam para processos de identificação em andamento, para sua pouca solidez no confronto entre suas crenças, o que lhes é proposto pela formação continuada e por sua experiência com profissionais do sexo masculina na Educação Infantil. O que a pesquisa apresenta, portanto, são esses discursos em confronto, evidenciando a complexidade das relações de gênero e de sexualidade no interior da escola / Abstract: The aim of the study described in this dissertation was to reflect upon issues related to gender and sexual identities in the context of pre-school education, taking into account discourses produced by professionals who work in this field. More specifically, we have tried to understand male and female teachers? representation from a medium sized town in the state of São Paulo about their own identities and about the pedagogical practices in which they have to deal with matters of gender and sexuality. This was a qualitative/interpretative based research study in the area of Applied Linguistics. The investigation was divided into three stages. The first one included the definition of the research theme, its theoretical foundation and a review of relevant published work with special emphasis on authors who discuss multiculturalism and gender identity and sexuality. In the second stage, the research context and the process of data generation were defined. The corpus consisted of data generated mainly in interviews conducted at the teachers workplaces. Some excerpts of papers written by teachers as part of the evaluation of their performance in a Curso de Especialiação were also used as complementary data. In the third stage such corpus was analyzed. The research is linked to the field of Cultural Studies in the sense that such reflections contribute to the understanding of identities representations in educational settings. We have made use of the notions of post-modernity and social identity construction which point to the so called "identity crisis". The volume dedicated to "temas transversais" in the Brazilian National Curricula Parameters was used as a way to better understand the place these issues are supposed to take in schools. Initially, the representations under analyzes seemed to indicate that our research subjects showed to be quite sensitive to gender identities and sexuality. However, these representations also showed to be heterogeneous and, at points, even contradictory, considering they are under the influence of different ideological perspectives. The results of the investigation also suggest the identity of the female teachers who have participated in the study are undergoing processes that reveal the existence of conflicting beliefs as a result of the information they have come across in their continuing education courses, as well as their experience with male professionals in pre-school education. Therefore, this dissertations presents these discourses in confront as evidences of the complexity of gender identities and sexuality in schools / Mestrado / Multiculturalismo, Plurilinguismo e Educação Bilingue / Mestre em Linguística Aplicada

Submitted by Caroline Falcao (caroline.rfalcao@ufpe.br) on 2017-06-19T16:15:01Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) 2012-tese-LucianaOliveira.pdf: 2286385 bytes, checksum: 2aa6b210856e069ccef31a0dcc05293f (MD5) / Made available in DSpace on 2017-06-19T16:15:01Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) 2012-tese-LucianaOliveira.pdf: 2286385 bytes, checksum: 2aa6b210856e069ccef31a0dcc05293f (MD5) Previous issue date: 2012-05-29 / Este estudo se constitui em uma análise antropológica interpretativa das interrelações entre as construções das identidades de gênero e as identificações com a prática de crimes entre mulheres jovens praticantes de atividades ilícitas em posição de liderança. Acredita-se que a prática de crimes em posições de destaque pode ser realizada por mulheres e que estas apresentam um fazer criminal específico edificado a partir de construções identitárias de sentidos de gênero que dão significados próprios ao ser bandida. A pesquisa de campo empreendida foi conduzidapela alternância de entrevistas individuais e em grupo, conversas informais e momentos de convívio junto a treze mulheres jovens praticantes de crimes com idades entre 17 e 29 anos de idade e que se encontravam presasaguardandojulgamento ou em liberdadeno cumprimento de medida socioeducativa de liberdade assistida na cidade de Recife/PE, focando nas suas compreensões, escolhas e significações sobre o ser mulher e o ser bandida, na busca por identificações de gênero na prática de crimes. O uso do métodointerpretativo antropológico permitiu a atenção científica aos aspectos simbólicos e performáticos presentes nas falas e nos comportamentos das interlocutoras. Os referenciais teóricos se alternam principalmente entre os estudos feministas de Henrietta Moore (2000; 2004) para a compreensão das relações de poder que circundam as práticas criminosas femininas a partir da análise entre as identidades de gênero e os discursos de gênero; as teorias da performance e da manipulação identitária de Ervin Goffman (1988; 2008) para analisar os desempenhos e as identidades encenadas e visualizadas nos relatos das mulheres a respeito de suas operações criminosas; as teorias interacionistas do desvio de Howard Becker (1977; 2008) com ênfase no estudo do desenvolvimento das carreiras criminosas das praticantes de crimes a partir do processo de interação social; e os estudos dos ―modelos de sociabilidade identificados socialmente como violentos‖ de Theophilos Rifiotis (1997; 2006; 2008) partindo de uma visão positivada da violência com ênfase na capacidade estruturante e produtiva dos conflitos. Os resultados alcançados com o fim da pesquisa e a escrita da tese posicionam as mulheres praticantes de crimes aqui pesquisadas se alternando em relatos performáticos e manipulatórios que, a todo tempo, positivam suas habilidades ilícitas, dando novos contornos às suas identidades femininas. Nas análises ficou claro que não é a busca, nem mesmo, a incorporação de um ethosmasculino que está em jogo para essas mulheres, mas sim, a busca de uma forma de ser feminina em um espaço social por elas composto, ao qual demonstram atribuir uma significação própria. As jovens reafirmam suas identidades a partir do cenário da criminalidade com um universo deideiasque considerem suas práticas ilícitas, muitas vezes violentas, como formas femininas próprias de atuar na criminalidade a partir de qualidades e de habilidades específicas elencadas por elas como necessárias para se constituírem como mulheres criminosas. São questionadas também, as práticas de intervenção dentro dos espaços institucionais do poder punitivo, baseadas no exercício de um poder disciplinar ineficaz a produzir condutas técnicas que se utilizam de uma maquinaria pedagógica de funcionamento institucional movida através de estratégias punitivas disciplinadoras que não se apresentam como experiências significativas provocadoras de mudanças que levem as mulheres pesquisadas a uma saída permanente da criminalidade. Esses resultados possibilitam uma compreensão mais ampla do fenômeno da criminalidade feminina em posição de liderança atenta às suas significações e pluralidades. / This study consists of an anthropological analysis of the interrelationships between the constructions of gender identities and identifications with criminal activities among young women in a leadership position. It is believed that the crimes in prominent positions can be performed by women and that do have an specific criminal ability built on a constructed identity of meanings and discourses of gender that they themselves give meaning to what being a bandit signifies. The field research was carried out by the alternation of individual and group interviews, informal conversations and moments of conviviality among the thirteen young women offenders aged from 17 to 29 years who had been found already convicted and some awaiting freedom under socio-assisted liberty in Recife/PE, focusing on their understanding, meaning and choices about being a woman and being an outlaw in the search for gender identification in the world of crime. The use of anthropological interpretive method aimed at scientific attention to the symbolic and performative aspects present in the speeches and behaviors of the interlocutors. The theoretical foundation alternated mainly between the feminist studies of Henrietta Moore (2000, 2004) for the understanding of the power relations that surround the female criminal practices from the analysis of gender identities and gender discourse, theories of performance and manipulation of identity by Ervin Goffman (1988, 2008) to analyze the performances and identities showed through what these women said concerning their criminal operations; interactionist theories of deviance by Howard Becker (1977, 2008) with emphasis on the study of the development of criminal careers of these offenders based on the process of social interaction, and studies of "models of sociability identified as violent according to the rules of society " by Theophilos Rifiotis (1997, 2006, 2008) starting from a positively valued vision of violence with emphasis on the structuring and productive conflicts. The research ended up with results that show the target women in a position that alternates performative and manipulative speech in an attempt to legitimate their criminal practice, giving new shape to their feminine identities. Throughout the analysis it became clear that it is not their intention to search, not even the incorporation of a male ethos that is at stake for these women, but the search for a way to be feminine in a social space developed by where they may gain recognition, assigning then a proper meaning.These young women reaffirm their identities based on a criminal scenario with a myriad of specific thoughts with the intention to legitimate their illegal practices, often violent, as ways of committing crimes in women's own world with specific features and skills listedby them as necessary to constitute criminal women. Some practices of intervention that take place within the correctional institutional, based on the exercise of disciplinary power were found inefficient to produce tangible appropriate results. They make use of controversial pedagogical machinery of institutional functioning through punitive disciplinary strategies that do not seem to experience significant changes that could lead these women to stop committing crimes. These results do allow a broaderunderstanding of the phenomenon of a feminine leadership criminality attentive to their meanings and pluralities.

Authors: Elger, Jesper & Jönsson, Annie  Advisor: Svensson, Daniel  Keywords: Consumption, Soccer/football, Femininity, Gender identities, Norms.  Purpose: The purpose of this study, based on a quantitative method is to investigate differences and similarities regarding football consumption in female and male elite football players in Sweden.   Method: The study is based on a deductive approach, which means that we have worked with already existing theoretical material and thereafter collected our own empirical data. Empirical data were collected through a questionnaire that was sent out to five different elite football clubs in Sweden.  Theory: The study is based on Hirdman's theory of the gender contract, as well as Lamont and Molnár's theory of boundaries.  Results and conclusion: With help from the questionnaire that was sent out to five different elite football clubs in Sweden the study can display an overall result regarding football consumption by female and male elite players. The overall result indicates that there were no significant differences and similarities regarding football consumption within five elite clubs in Sweden. The result in the study presents no significant differences and similarities regarding consumption of football but there is still an ability to draw conclusions with help from a theoretical framework based on Hirdman´s and Lamont´s Molnár´s theory. The final conclusion of this study was that there are many similarities between female and male elite football players' football consumption. The study's results and theories allow an argument regarding female and male football consumption. In addition to the fact that the majority on both the men's and women's side consume football primarily because the players "think it's fun", it is argued that there may be additional reasons for the players' individual consumption. This study reveals two reasons why Hirdman's gender contract does not have such a large impact regarding gender, elite soccer players and soccer consumption. The first reason is that men are standard bearers in both society and football, and that women have adapted to these standards, in this case to consume football, which is "manly". The second reason is that the boundaries have been changed in various ways, as described based on Lamont's and Molnár's theory. However, one does not necessarily exclude the other, but can work together.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2015-01-27T14:24:44Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Valleria Araujo de Oliveira - 2014.pdf: 4649480 bytes, checksum: 99710c4a8c5d2e7528845d745254fd17 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-01-28T12:09:57Z (GMT) No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Valleria Araujo de Oliveira - 2014.pdf: 4649480 bytes, checksum: 99710c4a8c5d2e7528845d745254fd17 (MD5) / Made available in DSpace on 2015-01-28T12:09:57Z (GMT). No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Valleria Araujo de Oliveira - 2014.pdf: 4649480 bytes, checksum: 99710c4a8c5d2e7528845d745254fd17 (MD5) Previous issue date: 2014-06-18 / The scope of this study is a social research and presents itself as ethnography. This research investigates how gender identities of the female soccer players who practice this sport as leisure in two spaces in the city of Goiânia, Goiás are experienced and perceived in these locations. As an instrument for data collection it was used the observations of participants as well as the implementation of socio-economic questionnaires and semi-structured interviews. The analysis and description of the data enabled us to understand how gender identifications of these women are perceived and how these female players act in spaces/places socially elected by common sense as predominantly male, specifically the soccer field. / Este trabalho situa-se no âmbito da pesquisa social e apresenta-se como uma etnografia. Esta pesquisa investigou como as identidades de gênero das jogadoras de futebol que praticam essa modalidade como lazer em dois espaços na cidade de Goiânia, Goiás, são vivenciadas e percebidas nesses lugares. Como instrumento de coleta de dados, foi utilizada a observação participante, bem como a aplicação de questionários socioeconômicos e entrevistas semiestruturadas. A análise e a descrição dos dados possibilitaram compreender como as identificações de gênero dessas mulheres são percebidas e como essas jogadoras atuam em espaços/lugares socialmente eleitos pelo senso comum como predominantemente masculinos, especificamente o campo de futebol.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2016-09-26T21:42:12Z No. of bitstreams: 1 Disserta??o Nathalie Castro pdf.pdf: 3791337 bytes, checksum: 741fdd7fc2843efc3a334e6956aaffe0 (MD5) / Made available in DSpace on 2016-09-26T21:42:12Z (GMT). No. of bitstreams: 1 Disserta??o Nathalie Castro pdf.pdf: 3791337 bytes, checksum: 741fdd7fc2843efc3a334e6956aaffe0 (MD5) Previous issue date: 2016-05-03 / Funda??o de Amparo ? Pesquisa do Estado da Bahia - FAPEB / Gender identities occupy all the spaces, and in particular the school space. There are disciplinarizadas, silenced through various silencing mechanisms, for example, curriculum policies, the daily actions between teachers, staff and students, the imposition of heteronormative behavior in the hidden curriculum, processes that occur from the remotest childhood to the end of the school career and are not restricted to the school environment, but help to make models of society. However, the bodies are not docile, although moldable, subject to the order, also produce lines, seek subversion spaces (mis) direction. So, I question this work as schools in (ex) clude gender identities at school and how the subjects that compose it (un) build models and standards. I sought to answer this question by immersion in school dynamics from areas beyond the school building, but also in it, mainly the virtual environment. Understanding that the Internet has great potential with the juvenile used a dynamic application for mobile phones and social networking, Whatsapp and Facebook, as a guide to promote debates on gender identities. In this work, articulate Foucault's studies, post-critical studies and queer studies that have been tailored to the field research, data these that were collected through the dialogues in the mobile application, social network, in-person meetings, the analysis of structuring projects of the school unit with the theme of gender and sexuality, and through interviews with teachers and staff. The research does not propose models, pedagogies, but shifts possibilities to produce other educational logic, even within schools guided by heteronormativity through capillaries relations, micro powers, thus producing sparks subversive. / As identidades de g?nero ocupam todos os espa?os, e, em especial o espa?o escolar. Ali s?o disciplinarizadas, silenciadas, atrav?s de diversos mecanismos de silenciamento, como, por exemplo, as pol?ticas p?blicas curriculares, as a??es cotidianas entre professores, funcion?rios e alunos, a imposi??o de condutas heteronormativas no curr?culo oculto, em processos que ocorrem desde a mais remota inf?ncia at? o final da trajet?ria escolar e que n?o s?o restritos ao espa?o escolar, mas que ajudam a compor modelos de sociedade. No entanto, os corpos n?o s?o d?ceis, apesar de mold?veis, submetidos ? ordem, tamb?m produzem falas, buscam espa?os de subvers?o, (des)caminhos. Assim, questiono nesse trabalho como as escolas in(ex)cluem as identidades de g?nero no espa?o escolar e como os sujeitos que a comp?e (des)constroem modelos e normas. Busquei responder a esse questionamento atrav?s da imers?o nas din?micas escolares, a partir de espa?os para al?m do pr?dio escolar, mas tamb?m nele, principalmente por meio virtual. Compreendendo que a internet tem um grande potencial junto ?s din?micas juvenis utilizei o aplicativo para celulares Whatsapp e a rede de relacionamento Facebook, como fio condutor para promo??o de debates acerca das identidades de g?nero. Neste trabalho, articulam-se estudos foucaultianos, estudos p?s-cr?ticos e estudos queer que foram costuradas aos dados da pesquisa de campo, dados estes que foram coletados atrav?s dos di?logos no aplicativo para celulares, na rede social, nos encontros presenciais, por meio de entrevistas com professores e funcion?rios e da an?lise de projetos estruturantes da unidade escolar com a tem?tica sobre g?nero e sexualidade. A pesquisa n?o prop?e modelos, pedagogias, mas desloca possibilidades de produzir outras l?gicas de ensino, mesmo dentro de escolas que pautam pela heteronormatividade atrav?s de rela??es capilares, micro poderes, produzindo assim fagulhas subversivas.

This essay brings up topics including equality and stereotypical gender ideas in preschool. The purpose of the essay is to investigate if you can use one stereotypical gender idea to counteract another. The essay also demonstrate the importance of making one’s own stereotypical gender ideas visible in order to thereby be able to achieve equality. The curriculum is permeated by goals, which state that preschool teachers should work to secure the same rights for both girls and boys. Boys and girls ought to grow up with the sense of being equally valued. The biological gender should not matter how the educator treats children (Skolverket 2018). However, the curriculum does not address how to achieve these goals. With the help of this essay, I will therefore investigate what it takes for us educators to be able to work towards goals like equality. I am also going to lift some theories about why preschool teachers use methods they think are good tools in working to counteract stereotypical gender roles. How children may be affected by adults gender ideas and how these gender ideas continues to structure the societies view on girls and boys are further areas of investigation, which are brought up in the essay. With help of literature that treats subjects like gender and equality, written by gender scientists like Christian Eidevald, Kajsa Svaleryd, Lisa Andersson Tengnér, Mia Heikkilä and more, I have reflected about and investigated subjects that refer to equality in preschool. My dilemma illustrates how my actions in my work to counteract stereotypical gender roles risk leading to even further inequality. The questions that I have addressed are: can you counteract one stereotypical gender notion by using another, how may gender ideas affect children and how does different forms categorization affect gender identity. All of these questions are investigated with support of the literature. The results of my scientific investigation shows that equality is a complex subject which many preschool educators do not have much knowledge about. The educators own ideas about gender often creates inequality. / Denna essä tar upp ämnen som innefattar jämställdhet och genusföreställningar i förskolan. Syftet med uppsatsen är att undersöka om man med en stereotypisk genusföreställning kan bryta med en annan. Essän påvisar även vikten av att synliggöra ens egna genusföreställningar för att kunna motverka stereotypa könsmönster och för att på så vis kunna uppnå jämställdhet. Läroplanen för förskolan genomsyras av strävansmål som menar på att förskolepedagoger ska arbeta för flickors och pojkars lika rättigheter. Pojkar och flickor ska växa upp med känslan av att vara av samma värde. Det biologiska könet ska inte påverka hur pedagoger bemöter barnen (Skolverket 2018). Hur vi ska uppnå dessa mål benämns däremot inte. Med hjälp av denna uppsats kommer jag därför att undersöka vad som krävs av oss pedagoger för att kunna arbeta mot mål som jämställdhet. Jag kommer även att lyfta möjliga teorier om varför förskolepedagoger använder sig av metoder som de tror är goda redskap i arbetet med att motverka stereotypa könsroller. Hur barn kan bli påverkade av vuxnas genusföreställningar och hur dessa genusföreställningar fortsätter att strukturera samhällets syn på flickor och pojkar är ytterligare undersökningsområden som tas upp i uppsatsen. Med hjälp av litteratur som behandlar ämnen som genus och jämställdhet, skrivna av bland annat genusforskare som Christian Eidevald, Kajsa Svaleryd, Lisa Andersson Tengnér, Mia Heikkilä med flera, har jag reflekterat kring och undersökt ämnen som berör jämställdhet i förskolan. Mitt dilemma belyser att jag trots att jag vill motverka stereotypa könsroller agerar på ett sätt som riskerar att skapa ojämställdhet. Frågeställningar som om man kan motverka en stereotypisk genusföreställning genom att bryta med en annan, hur genusuppfattningar kan påverka barnen samt hur kategorisering av kön påverkar strukturering av genusföreställningar undersöks med stöd av litteraturen. Resultatet av min vetenskapliga undersökning visar på att jämställdhet är ett komplext ämne som många pedagoger i förskolan saknar kunskap om. Pedagogernas egna genusföreställningar skapar istället ofta ojämställdhet.

This dissertation examines civilian mobilization amidst the Donbas war in Ukraine and the identity formation processes that it engendered. It focuses on ordinary residents of the frontline regions who voluntarily got together to address the humanitarian and military consequences of war in the absence of state support. It explores the micro-level dynamics of mobilization, particularly the demographic profile of volunteers, their motivations to join and their pathways to engagement. In so doing, it provides an account of how ordinary residents of seemingly passive regions became active in times of crisis. I use the concept of “identity formation” to analyze how war and war engagement have impacted citizen, gender, national and language identities of those active at the rear. The outbreak of war shattered habitual ways of thinking and acting and brought about new modes of belonging and meaning making for war volunteers. My findings suggest that successful volunteer efforts in wartime allowed volunteers to position themselves differently with respect to community, nation, and the state and to articulate new understandings of “good citizenship.” The shifting positioning of volunteers, as the research demonstrates, is inherently linked to the changing citizen regimes in Ukraine and the gendered conceptions of who counts as a legitimate member of the community. By employing ethnographic tools of inquiry, the dissertation provides an ethnographic account of wartime social change “from below” and speaks to larger social and political transformations in wartime using Ukraine as a case study. It does so with attention to the social-political environment within which collective action occurs and in relation to the new types of mobility, socializing and bonding it engenders.

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Submitted by Johnny Rodrigues (johnnyrodrigues@ufcg.edu.br) on 2018-10-11T16:16:18Z No. of bitstreams: 1 RAFAELLA DE SOUSA SILVA - DISSERTAÇÃO PPGH 2014..pdf: 2834881 bytes, checksum: 36ac70374ef93ce46425ed2d3a59c174 (MD5) / Made available in DSpace on 2018-10-11T16:16:18Z (GMT). No. of bitstreams: 1 RAFAELLA DE SOUSA SILVA - DISSERTAÇÃO PPGH 2014..pdf: 2834881 bytes, checksum: 36ac70374ef93ce46425ed2d3a59c174 (MD5) Previous issue date: 2014 / Capes / O texto, objetiva analisar, como foram significadas e resignificadas, identidades de gênero e sexualidades, na escola municipal Padre Simão Fileto, da cidade de Cubati-PB, dos anos de 1970 aos dias atuais. Para tanto, a pesquisa foi desenvolvida com sujeitos escolares (professores, diretores, secretários escolares e de educação, alunos e alunas). Partindo das suas histórias de vida, contadas por meio de entrevistas orais gravadas e textos escritos digitalizados, faço um exercício de (des)construção de concepções discursivas, experienciadas em seus corpos e nos de outros, que dão vida a escola. Nesse sentido, houve um esforço, para mostrar, que categorias como gênero, corpo e sexualidades se alteram no tempo, modificando assim, as novas cartografias de pedagogizações e a própria escola. Assim, problematizo como a escola se tornou uma instituição que marca o silêncio, a disciplina e os dispositivos sobre as sexualidades. Tornando-se distante dos sujeitos que a (de)formam. Dialoguei teoricamente com Michel Foucault, para pensar a “ordem do discurso” e das sexualidades, somando contribuições de diversas(os) teóricas(os), que compõem estudos na área de gênero e sexualidades, com destaque para Judith Butler e Guacira Lopes Louro. Além de me apropriar de conceitos como desconstrução, na perspectiva de Derrida e, da concepção de sociedade de controle de Deleuze e da bioascese de Francisco Ortega. Remetendo-me a transição entre a sociedade da disciplina e a do controle ou da bioascese, proposta por Deleuze e Ortega. Portanto, esse estudo trata de uma transição que envolve o sujeito de corpo e alma, no mo(vi)mento onde o cuidado de si toma território em detrimento do panoptismo do olhar de fora. O que arregimenta noções de gênero, corpo, sexualidades e identidades, que vem sendo vertiginosamente problematizadas, na sociedade do “espetáculo”. Na qual o corpo é movente e plural. Demonstrando a urgência de uma reconfiguração do espaço escolar, assim como, de suas práticas pedagogizantes. / The paper aims to analyze how were meant and resignified, gender identities and sexualities in the municipal Padre Simão Fileto, in the city of Cubati-PB, from 1970s to today. Therefore, the research was conducted with school subjects (teachers, principals, school secretaries and education, students). Starting with their life stories, told through recorded oral interviews anddigitized texts written, I do an exercise of (de)construction of discursive conceptions, experienced in their bodies and in others, that give life to school. In this sense, there was an effort to show that categories like gender, body and sexuality change over time, thus modifying the new mappings and pedagogical school. So, I question how the school became an institution that marks the silence, discipline and devices on sexualities. Becoming distant subjects that (de)form. Theoretically dialogued with Michel Foucault, to think the "order of discourse" and sexualities, adding several theoretical contributions, which comprise studies on gender and sexuality, especially Judith Butler and Guacira Lopes Louro. Besides I borrow concepts as deconstruction, the prospect of Derrida and designing control Deleuze and bioascese Franciso Ortega society. It refers to transition from the society of discipline and control, or bioascese proposed by Deleuze and Ortega. Therefore, this study is a transition that involves the subject of soul and body, in which the mo(ve)ment takes care of itself over the territory panoptism look out. What regiments notions of gender, body, sexuality and identity, which has been sharply problematized in the "performance" society. In which the body is moving and plural. It is demonstrating the urgency of a reconfiguration of the school environment, as well as their pedagogical practices.

The English novelist, Doris Lessing elucidates the rigidity of a society, which is based upon patriarchy, in her novels, The Fifth Child and Ben in the World. This essay illustrates the causes and the effects of a patriarchal system in the light of feminist ideology supported by Freud’s theories about the acquisition of gender roles. The analysis in this essay of patriarchy and masculinity shows that the novels’ societies as a whole, as well as their criminal subcultures are upheld by people who hold prejudice against others, who do not fit in society’s normal structures, believe in authoritarian social systems and prefer rational solutions to decisions for reasons of conscience. Lessing depicts the complexity of the social relations between characters of different social classes and their relations to society’s institutions. Her unprejudiced penetration into the minds of society’s marginalized people and into the minds of those who represent the oppressive established society illuminates different sides of patriarchy. Lessing gives us to understand that it is extremely difficult, from a moral point of view, to distinguish the established society from its criminal subcultures or society’s oppressors from its victims. Society’s accepted gender roles in the patriarchal system are often ironically described in these novels, certainly with the aim of making us question normative manners, habits and attitudes.