Religião, formação docente e socialização de gênero

Abstract

This article discusses the interface between religion, teacher training and gender socialization of a group of students enrolled in a pedagogy course in a federal institution in the south of Brazil. The data were collected through written surveys distributed from 2012 to 2014 to a group of students who started their course in 2012. The survey was intended to identify their socioeconomic profile, the reason for choosing the pedagogy course and their habits concerning their religious practices. The next step was an interview with six of these students, five considered religious and one without such practices. The analysis had as basis Pierre Bourdieu's concept of habitus and Setton's concept of hybrid habitus and socialization. It revealed three views concerning gender production and sexual orientation and identity: a) the naturalization of gender differences; b) the recognition of social impositions but also the heavy value attributed to biologic determination; c) the understanding of gender as a social construct. Considering a variety of non-complementary socializing agents, the norms of behavior and conduct advocated by different religions are greatly valued and define which views can be assimilated during teacher training and which ones are refused, thus constituting a habitus with hybrid dispositions, sometimes secular, sometimes religious. KeywordsHabitus -Teacher training -Religion -Gender. Palavras-chaveHabitus -Formação docente -Religião -Gênero.

Formação de professores e a questão religiosa

“…No tocante à frequência aos templos religiosos, a maior parte (36,36%) afirmou frequentar mais do que uma vez por semana, com destaque para missas e cultos, grupos de jovens, trabalho com crianças e voluntariado. Desse modo, é possível concluir que a participação dessas alunas em sua comunidade religiosa é alta, sendo as evangélicas e as espíritas mais ativas do que as católicas (Knoblauch, 2015a).…”

“…Esta última mais presente na aluna ateia. Esses diferentes posicionamentos também selecionaram aprendizagens distintas no decorrer do curso (Knoblauch, 2017).…”

Socialização Profissional Docente Ou Como Uma Prática Se Naturaliza? Um Estudo Sobre a Naturalização Do Religioso Na Prática Docente

“…Cuidar, educar e catequizar as crianças é visto como missão de mulheres pelas igrejas, principalmente as denominações proselitistas. Portanto, existe uma associação entre a função social de mulher cristã (potencialmente mãe) e a profissão docente idealizada, cuja responsabilidade se concentra em cuidar e ensinar preceitos morais (CAPITANIO, 2013;KNOBLAUCH, 2017).…”

“Gender and Education”: Preparing Teacher Candidates of Civics to Build Egalitarian Society in Industry 4.0 Era

“…Teachers should not be passive or gender-neutral. Achieving gender parity in school enrollment is an important first step towards gender equality, but it is of the utmost importance to consider carefully what we teach in school and how we teach it [9]. To act as an agent of change, teachers need to become "gender skilled change agents."…”