<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022019000100578</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634201945200235</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os movimentos das professoras da educação básica na constituição das políticas de gênero na escola]]></article-title>
<article-title xml:lang="en"><![CDATA[The movements of basic education teachers in the constitution of gender policies at school]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Erineusa Maria da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Eliza Bartolozzi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[Vitória ES]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>45</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022019000100578&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022019000100578&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022019000100578&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem por objetivo compreender os movimentos das professoras de educação básica do estado do Espírito Santo na constituição das políticas de gênero para a educação e também o seu exercício de implantação no interior das escolas. O objeto de estudo é a natureza das ações que podem ser observadas no exercício da ação pedagógica das professoras e no modo de organizar o trabalho docente. Apresenta-se a hipótese central de que, mesmo diante das diversas possibilidades de contenções (precarização das condições de trabalho, cultura patriarcal, organização fragmentada do trabalho docente etc.), as professoras têm realizado ações pedagógicas que buscam desnaturalizar as dissimetrias e as hierarquizações no campo das relações de gênero. A tese é que as ações pedagógicas das professoras indicam a existência de um movimento pedagógico de gênero em curso nas escolas. A pesquisa qualiquantitativa, com professoras que participaram do curso Gênero e Diversidade na Escola (GDE) nos anos de 2011-2012 e 2013-2014, valeu-se de dados recolhidos por meio de um survey e de grupos focais realizados em 15 municípios onde o curso foi ofertado. Apoia-se teórico-metodologicamente nos estudos da sociologia da ação, em especial, nos conceitos de habitus e habitus de gênero . Conclui-se que o avanço das políticas públicas no período de 2003 a 2016 e o agir das professoras, seja de forma otimista-articulada, seja silenciosa-individual, indicam estar ocorrendo um movimento pedagógico de gênero nas escolas que, apesar de emergir de uma empatia dessas professoras em relação ao tema, foi potencializado pela política pública GDE.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to understand the movements of basic education teachers in the state of Espírito Santo, Brazil, in the constitution of gender policies for education and its deployment exercise at schools. The object of the study is to analyze the nature of actions that can be observed in the teacher&#8217;s course of pedagogical action and in the way of organizing the teaching work. It presents the central hypothesis that, even in the face of various contentions possibilities (e.g. precariousness of working conditions, patriarchal culture, fragmented organization of the teaching work etc.), teachers have conducted educational actions that seek to denaturalize the asymmetries and hierarchies in the field of gender relations. The thesis is that the teachers&#8217; pedagogical actions indicate the existence of a gender pedagogical movement in progress at schools. This is a qualitative and quantitative research carried out with teachers who attended the course Gênero e Diversidade na Escola ( GDE, Gender and Diversity at School ) between 2011-2012 and 2013-2014, using data collected through a survey and focus groups conducted in 15 cities where the course was offered. The studies on the sociology of action were the theoretical-methodological basis for this investigation, in particular regarding the concepts of habitus and gender habitus . We concluded that the advancement of public policies from 2003 to 2016 and the action of teachers, either in a optimistically-articulated or silent-individual way, indicate the occurrence of a gender pedagogical movement at schools that, despite emerging from an empathy of those teachers concerning the theme, was potentiated by the GDE public policy.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Política educacional]]></kwd>
<kwd lng="pt"><![CDATA[Estudos de gênero e educação]]></kwd>
<kwd lng="pt"><![CDATA[Política de gênero]]></kwd>
<kwd lng="pt"><![CDATA[Movimento pedagógico de gênero]]></kwd>
<kwd lng="en"><![CDATA[Educational policy]]></kwd>
<kwd lng="en"><![CDATA[Gender studies and education]]></kwd>
<kwd lng="en"><![CDATA[Gender policy]]></kwd>
<kwd lng="en"><![CDATA[Gender pedagogical movement]]></kwd>
</kwd-group>
</article-meta>
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