<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742023000100507</article-id>
<article-id pub-id-type="doi">10.1590/1980531410118</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[GÊNERO E ENSINO SECUNDÁRIO: EXPERIÊNCIAS E ESTRATÉGIAS DOS PROFESSORES]]></article-title>
<article-title xml:lang="es"><![CDATA[GÉNERO Y EDUCACIÓN SECUNDARIA: EXPERIENCIAS Y ESTRATEGIAS DE LOS PROFESORES]]></article-title>
<article-title xml:lang="fr"><![CDATA[GENRE ET ENSEIGNEMENT SECONDAIRE: EXPÉRIENCES ET STRATÉGIES DES ENSEIGNANTS]]></article-title>
<article-title xml:lang="en"><![CDATA[GENDER AND SECONDARY EDUCATION: TEACHER EXPERIENCES AND STRATEGIES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Maria Helena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marques]]></surname>
<given-names><![CDATA[António Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Delgado]]></surname>
<given-names><![CDATA[Catarina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Iscte - Instituto Universitário de Lisboa  ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico de Setúbal Escola Superior de Saúde Centro de Investigação Interdisciplinar Aplicada em Saúde]]></institution>
<addr-line><![CDATA[Setúbal ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Iscte - Instituto Universitário de Lisboa  ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>53</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742023000100507&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742023000100507&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742023000100507&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo analisou os possíveis efeitos negativos associados aos homens docentes do ensino secundário português, bem como as suas estratégias para se integrarem em uma profissão em que as mulheres são maioritárias. Foram realizadas 16 entrevistas individuais semiestruturadas com 8 professores e 8 professoras, e os seus conteúdos foram submetidos a uma análise temática. A análise evidencia que os homens, nesse contexto, experienciam consequências distintas daquelas que as mulheres em situações similares vivenciam, assinalando-se, ainda, vantagens pela pertença à minoria. As experiências dos homens e as perceções das mulheres sugerem a existência de pressão para que os homens evidenciem, enquanto professores, os traços da masculinidade hegemônica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio analizó los posibles efectos negativos asociados a los hombres profesores de la educación secundaria portuguesa, así como sus estrategias para integrarse en una profesión en la que las mujeres son mayoría. Fueron realizadas 16 entrevistas individuales semiestructuradas con 8 profesores y 8 profesoras, y sus contenidos fueron sometidos a un análisis temático. El análisis muestra que los hombres, en este contexto, experimentan consecuencias diferentes de aquellas que las mujeres en situaciones similares experimentan, destacando también las ventajas de pertenecer a la minoría. Las experiencias de los hombres y las percepciones de las mujeres sugieren la existencia de presiones para que los hombres demuestren, como docentes, los rasgos de la masculinidad hegemónica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cette étude a analysé les effets négatifs possiblement associés aux enseignants hommes dans l&#8217;enseignement secondaire portugais, ainsi que leurs stratégies d&#8217;intégration dans une profession majoritairement féminine. 16 entretiens individuels semi-directifs ont été menés auprès de 8 enseignants et de 8 enseignantes et leur contenu a été soumis à une analyse thématique. L&#8217;analyse montre que, dans un même contexte, les conséquences sur les hommes diffèrent de celles vécues par les femmes et, qu&#8217;en outre, appartenir à la minorité présente certains avantages. Les expériences des hommes et les perceptions des femmes suggèrent qu&#8217;il existe une pression pour que les hommes, en tant qu&#8217;enseignants, revêtent les traits de la masculinité hégémonique.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The main objective of this study was to analyse the eventual negative effects associated with male teachers in Portuguese secondary education as well as their strategies for integrating into a profession where women are in the majority. We carried out sixteen individual semi-structured interviews with eight male and eight female teachers and with the contents then submitted to thematic analysis. The analytical findings demonstrate how men, in this context, experience different consequences from those experienced by women facing similar situations while also identifying advantages accruing due to membership of the minority. The experiences of men and the perceptions of women suggest the existence of pressure for men to portray, as teachers, the traits of hegemonic masculinity.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ENSINO SECUNDÁRIO]]></kwd>
<kwd lng="pt"><![CDATA[TOKENISM]]></kwd>
<kwd lng="pt"><![CDATA[RELAÇÕES DE GÊNERO]]></kwd>
<kwd lng="pt"><![CDATA[MASCULINIDADE]]></kwd>
<kwd lng="es"><![CDATA[EDUCACIÓN SECUNDARIA]]></kwd>
<kwd lng="es"><![CDATA[TOKENISMO]]></kwd>
<kwd lng="es"><![CDATA[RELACIONES DE GÉNERO]]></kwd>
<kwd lng="es"><![CDATA[MASCULINIDAD]]></kwd>
<kwd lng="fr"><![CDATA[ENSEIGNEMENT SECONDAIRE]]></kwd>
<kwd lng="fr"><![CDATA[TOKENISM]]></kwd>
<kwd lng="fr"><![CDATA[RELATIONS DE GENRE]]></kwd>
<kwd lng="fr"><![CDATA[MASCULINITÉ]]></kwd>
<kwd lng="en"><![CDATA[SECONDARY EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[TOKENISM]]></kwd>
<kwd lng="en"><![CDATA[GENDER RELATIONS]]></kwd>
<kwd lng="en"><![CDATA[MASCULINITY]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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