Banca de DEFESA: HELDER DOUGLAS FERREIRA FREITAS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : HELDER DOUGLAS FERREIRA FREITAS
DATE: 31/08/2023
TIME: 09:00
LOCAL: Online
TITLE:

BLACK MASCULINITIES IN SCHOOL: PERCEPTIONS, DIALOGUES AND REFLECTIONS IN THE PERIPHERY OF SANT JOSEPH OF RIBAMAR - MA

KEY WORDS:
PAGES: 100
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The research, inserted in the line Policies, Programs and Management of Educational and Cultural Processes of the Graduate Program in Education, Cultures and Identities – UFRPE/FUNDAJ, we intend to analyze, the ways in which male adolescents construct and signify their masculine identities within the social context of the school from the perspective of the intersectionality of race, gender and social class. Based on studies on gender and education (LOURO, 2004, 2006 and 2018) and studies on masculinities (CONNELL, 1994, 1998, 2012, 2018; Kimmel, 2015; OLIVEIRA, 2003) we intend to develop a qualitative investigative and dialogical research with the recent bibliography on the subject, from the case study with male adolescents about their understandings and meanings of being Man and the construction of male identity. To achieve such objectives the method of observation and investigation will be the case study. In this sense, some individual and group dynamics were developed from the Basic Elective curricular component throughout the year 2022, such dynamics were: (i) Mask Dynamics, what Men hide or want to hide; (ii) Men's Box Dynamics, what are the main stereotypes in the students' social imaginary about being a man and the performance of masculinities; (iii) Roots of Machismo and Toxic Masculinity; (iv) Black Masculinities and Professions; (v) Normative and non-normative masculinities in school. For the analyses, we will use content analysis (BARDIN, 1977) as a way of investigating the contents produced by the students and make some pertinent comments on race, identity, spaces of socialization, hierarchies of power among boys among other themes. In the end, we managed to build some relationships and possible dialogues from this case study to also rethink gender educational policies in schools.

COMMITTEE MEMBERS:
Presidente - MOISES DE MELO SANTANA
Interna - RAQUEL DE ARAGAO UCHOA FERNANDES
Externo à Instituição - CARLOS BENEDITO RODRIGUES DA SILVA - UFMA