Princesinhas, guerreiros e batalhas discursivas: educação de gênero como projeto (neo)conservador
Nenhuma Miniatura disponível
Data
2024-05-29
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal de Goiás
Resumo
Esta investigación doctoral en Antropología Social, centrada principalmente en textos públicos
obtenidos en diversas plataformas, tanto digitales como físicas, buscó analizar discursos y
perspectivas de género en libros infantiles y materiales pedagógicos producidos por segmentos de
los cristianismos pentecostalizados. La fundamentación teórica se basó en las teorías de género y
feministas, así como en la perspectiva teórico-metodológica del Análisis del Discurso. El alcance
del análisis consideró el contexto más amplio de las actuales controversias sobre género, el avance
de valores e ideas de derecha y extrema derecha, y la reacción conservadora ante el progreso de
las agendas feministas y los activismos queer, especialmente desde el repertorio discursivo de la
"ideología de género". Buscando responder a la pregunta sobre cuáles serían los elementos
fundamentales constituyentes de la tecnología conservadora de género operacionalizada en la
educación no formal de niños presente en el campo de los cristianismos pentecostalizados, la
investigación de los materiales reveló una estética y patrones discursivos comunes, fundamentados
en una visión de género dualista, esencialista, cis-heterosexista, disciplinadora, moralista y
reproductivista. El análisis también evidenció la existencia de un proyecto organizado de
educación conservadora de género para niños en los espacios de estos cristianismos conservadores,
con énfasis, principalmente, en identidades y performances de género, desde una perspectiva
construccionista (el género debe ser enseñado a los niños desde una matriz cristiana-conservadora),
conformada en un discurso esencialista (el género está dado y no puede ser modificado). Hay, por
lo tanto, una ambigüedad que es característica del patrón discursivo de las nuevas derechas
conservadoras y que forma parte de su potencia. La investigación también señala la necesidad de
que los investigadores del campo de los estudios de género revisiten el supuesto de que habría, en
los segmentos analizados en esta tesis, una perspectiva puramente "antigénero". Lo que parece
haber es un proceso de disputa por los sentidos de la categoría "género". Destaco, por último, que
el fenómeno es relativamente reciente, intensificándose a partir de la segunda década del siglo XX,
lo que justifica la relevancia y actualidad de esta investigación.
This doctoral research in Social Anthropology, primarily focused on public texts obtained from various platforms, both digital and physical, aimed to analyze discourses and gender perspectives in children's books and pedagogical materials produced by segments of pentecostalized christianities. The theoretical foundation was based on gender and feminist theories, as well as the theoretical-methodological perspective of Discourse Analysis. The scope of the analysis considered the broader context of current gender controversies, the rise of right-wing and far-right values and ideas, and the conservative reaction to the progress of feminist agendas and queer activism, especially through the discursive repertoire of "gender ideology." Seeking to answer the question of what would be the fundamental elements constituting the conservative gender technology operationalized in non-formal education for children within the field of pentecostalized christianities, the investigation of materials revealed common aesthetic and discursive patterns grounded in a dualistic, essentialist, cis-heterosexist, disciplinarian, moralistic, and reproductive gender vision. The analysis also highlighted the existence of an organized project of conservative gender education for children within these conservative christian spaces, emphasizing primarily gender identities and performances from a constructionist perspective (gender should be taught to children from a christian-conservative matrix), shaped in an essentialist discourse (gender is given and cannot be modified). Thus, there is an ambiguity characteristic of the discursive pattern of the new conservative rights, which is part of its power. The research also points to the need for gender studies researchers to revisit the assumption that the segments analyzed in this thesis hold a purely "anti-gender" perspective. What seems to be present is a process of disputing the meanings of the "gender" category. Finally, I emphasize that the phenomenon is relatively recent, intensifying from the second decade of the 20th century, justifying the relevance and timeliness of this research.
This doctoral research in Social Anthropology, primarily focused on public texts obtained from various platforms, both digital and physical, aimed to analyze discourses and gender perspectives in children's books and pedagogical materials produced by segments of pentecostalized christianities. The theoretical foundation was based on gender and feminist theories, as well as the theoretical-methodological perspective of Discourse Analysis. The scope of the analysis considered the broader context of current gender controversies, the rise of right-wing and far-right values and ideas, and the conservative reaction to the progress of feminist agendas and queer activism, especially through the discursive repertoire of "gender ideology." Seeking to answer the question of what would be the fundamental elements constituting the conservative gender technology operationalized in non-formal education for children within the field of pentecostalized christianities, the investigation of materials revealed common aesthetic and discursive patterns grounded in a dualistic, essentialist, cis-heterosexist, disciplinarian, moralistic, and reproductive gender vision. The analysis also highlighted the existence of an organized project of conservative gender education for children within these conservative christian spaces, emphasizing primarily gender identities and performances from a constructionist perspective (gender should be taught to children from a christian-conservative matrix), shaped in an essentialist discourse (gender is given and cannot be modified). Thus, there is an ambiguity characteristic of the discursive pattern of the new conservative rights, which is part of its power. The research also points to the need for gender studies researchers to revisit the assumption that the segments analyzed in this thesis hold a purely "anti-gender" perspective. What seems to be present is a process of disputing the meanings of the "gender" category. Finally, I emphasize that the phenomenon is relatively recent, intensifying from the second decade of the 20th century, justifying the relevance and timeliness of this research.
Descrição
Palavras-chave
Citação
FREITAS, L. S. F. Princesinhas, guerreiros e batalhas discursivas: educação de gênero como projeto (neo)conservador. 2024. 237 f. Tese (Doutorado em Antropologia Social) - Faculdade de Ciências Sociais, Universidade Federal de Goiás, Goiânia, 2024.