Relações de gênero, discurso e docência em arte

Abstract

The present work arises from concerns on the discourses about gender inequality, school and Art as a curricular component. It seeks to identify how gender relations are presented in Art textbooks from the 6th to the 9th grade of Elementary School, acquired by the Municipal Government of Chapecó, in the year 2022, and alternative materials taken from a group of Visual Arts teachers on the social network Facebook. The analysis was carried out seeking to counter the materials with statements by political representatives, intending to highlight how gender inequalities, focusing on discrimination against women, are reproduced in didactic materials, associating them with how they are present in the social environment. Theoretically, the work is based on the theories of Michel Foucault and Judith Butler as a conceptual basis to understand how gender relations configure power relations and are (re)produced by hate speech. To deal more specifically with gender and Art teaching, studies were needed, mainly from the author Guacira Louro, addressing how gender appears and how it is constituted in the school space. In addition, about the female presence in art, we used the work of Luana Tsvardovskas and her reflections on the subject in an attempt to understand how female artists are presented in relation to male artists in the course of Art history. As a work methodology, a bibliographic and documentary research was developed, from a and analytical perspective. The research is justified mainly by the fact that gender discrimination has become more frequent in recent times in utterances broadcast on social media and that are also reproduced in teaching practices, crystallizing violence against women. In the course of the research, it was possible to perceive, within the scope of Art, how history favors the male gaze and how it is constituted of silences when it comes to the female presence. In our context, in addition to silencing, the utterances studied directly attack women and perpetuate stereotypes of behavior, violence and inequality. In the didactic materials analyzed, the situations are repeated, making so that the school is also responsible for perpetuating stereotypes in relation to gender, which reinforces the discriminatory reality we live in.