POLÍTICAS EDUCACIONAIS DE GÊNERO NA HISTÓRIA RECENTE DA DEMOCRACIA BRASILEIRA: AVANÇOS, LIMITES E (DES)CONTINUIDADES

Abstract

This study aims to investigate the place of gender issues in educational policy after the country's redemocratization in the 1980s, especially after the Federal Constitution of 1988. The research hypothesis is based on the understanding that the treatment given to the gender issues by the scope of educational policy, and more specifically, the advances and backwards in the standardization of this theme in the educational field express the social conflicts in Brazil. It has as critical theoretical framework - some of the Marxist tradition - and interdisciplinary human sciences composed of History, Political Science, Feminist Studies and Education. Anchored in a qualitative approach to research and documentary procedural design in educational policies, normative documents at the federal level were analyzed: PCN (1997), the PNE (2001-2010; 2014-2024), shorthand meetings of the Special Education Commission of the Federal Chamber of Deputies (2014) and the three official versions presented by the BNCC (2015; 2016; 2017). It appears that gender issues do not occupy a single and static place in Brazilian educational policies, but rather several. Despite that, a general movement can be traced with different moments of the gender agenda in these documentations. In the 1990s, the gender issues is undergoing a period of construction and its normative insertion occurs from the perspective of the feminist debates of the time and the rights of women with a familist slant. Its moment of greatest visibility and ascension takes place after the advance of progressive forces in the country in the 2000s. However, since 2014, there have been reactions from conservative sectors regarding the presence of the theme in educational documents, inaugurating the moment of deconstruction. These attacks were not restricted only to the educational field. With the outbreak of the 2016 impeachment, the country faced different offensives towards an attempt to erase official documents to reflect bias. It doens‘t represent, however, a limit comparable to its absence, or the aspect subsumed by other rights in previous educational policies. It represents the attempt to erase the history of social conquest that gained expression in Brazilian norms. It appears that the way educational policies move in relation to the discussion of gender, works as one of the possible thermometers to assess the correlation of social forces in Brazil and the construction of its democracy in its advances and limits.