Representações de gênero por estudantes do 8º ano da rede pública municipal de Angelim-PE: uma análise do discurso crítica

Abstract

This research aims to trace a theoretical and methodological investigation about the representations of gender that condition and maintain various stereotypes that exclude and discriminate the female gender and tension with representations that subvert this logic. In view of this, we seek to analyze, through the representations of 8th grade students, the (re)-significations inserted in words, present in dictionaries, which produce and propagate gender inequality and discrimination. Thus, we sought to analyze, through an online questionnaire, the representations constructed by students when they hear or speak terms that denote misogyny and exclusion. Moreover, we seek to propose a sharp reflection on the role that the female gender plays in a society tributary to Western patriarchy, especially within the school environment. To ground this work, we sought subsidy in the theory of Critical Discourse Analysis (CDA), especially in the investigations supported by Norman Fairclough (1997; 2001; 2003; 2012). We used a data collection tool, such as Google Forms, to elaborate a questionnaire about sexist and androcentrist words. Based on the data collected, we were able to observe that these terms are commonly used by the students and that most of them are aware of the social consequences that these meanings can exert on those to whom these representations are intended. This way, we reveal our interest in proposing questionings and reflections about the representations that are linked to words that establish gender standards