As "Trancas" : (re)fazendo o ensino de História e as relações de gênero na medida socioeducativa de internação em Pernambuco (2012-2022)

Abstract

The present research had the general objective of analyzing the conceptions of gender present in the school teaching of History developed in the socio-educational measure of hospitalization. As a field of research, we selected public school classrooms inside the Centro de Atendimento Socioeducativo and Centro de Internação Provisória de Arcoverde (CASE/CENIP Arcoverde), a deprivation and freedom restriction unit of the Fundação de Atendimento Socioeducativo (FUNASE), located in the backlands of Pernambuco. In addition to records of this/this school routine (André, 2008; Seffner, 2013), we carried out semi-structured interviews (Gaskell, 2003) with permanent History teachers, pedagogical coordinators and pedagogues/analysts in socio-educational management. We also observed the guidelines that guided school education in the state measure: Pedagogical Proposal for Socio-Educational Service Centers and SEE/PE Normative Instruction nº 06/2012. Starting from the theorization proposed by Joan Scott (1994, 1995, 1998), we approach the intersectional debate. Coming from black feminism, intersectionality operates in the convergences and rearticulations between markers of gender, class and race (Akotirene, 2018; Crenshaw, 2002). The term “lock”, used by adolescents and young people to refer to spaces of containment (Silva, 2020), in this research, designated different knowledge and practices of surveillance and declassification – “locks” that destabilized the guarantee of individual rights and social. Historical knowledge resulted from the intersection of school and socio-educational devices. In the times and spaces of classrooms, themes of gender and sexualities entangle sexual rights, heteronormativity, cisnormativity, violence against women and toxic masculinity. We support the thesis, therefore, that intersectional approaches to gender appeared as a right and condition – but not the only one – in guaranteeing the right to school historical knowledge and respect for differences. We defend knowledge and practices (school and socio-educational) that problematize the forms of production and hierarchization of differences, beyond “recognition” and/or “tolerance”.