Educação, Gênero e as Mulheres da comunidade Rural do Passo do Barro, no município de Piraí do Sul/PR

Abstract

This research has as object of study education and gender, in the context of women from the rural community of Passo do Barro, in the municipality of Piraí do Sul/PR, evidencing the rural area as a place of sexist positions that reproduce male supremacy at all levels, which constitute the gender and education relations that were detected in this research. The study has as a problem: how are gender and education relationships constituted and in the context of the woman of the Passo do Barro community, in the municipality of Piraí do Sul/PR? Through this, the general objective is to analyze the gender relations and education of women in the Community of Passo do Barro. The research was carried out in the rural community of Passo do Barro, in the municipality of Piraí do Sul/PR, through a qualitative approach, using the participant research methodology (STRECK, 2002), bibliographic research and fieldwork with semi-structured interviews, which allowed flexibility during the process, in addition to and photographic archives. The theoretical framework is based on the feminist studies of bell hooks (2013; 2018; 2020), which makes an important dialogue with Freiriana education, discussing feminism from the perspective of education as a practice of freedom for women, who will only be able to be free from a feminist education that is able to overcome patriarchy (HOOKS, 2013). To address some concepts of gender trajectory and feminist discussion, we were based on Davis (1981), Scott (1989) and Federici (2017; 2019), among other authors, to assist in the understanding of education. The results showed that the women of the Community of Passo do Barro have marks of a sexist education, expressed in their ways of life, in which they need to be the owners of the home, while men are responsible for the support of the house. However, they recognize that there is such inequality between men and women and believe in the existence of feminism as a struggle for women. Moreover, social changes have made society less perverse towards women who have suffered in the past, allowing them to take care of situations and no longer accept that only men do them. Although women present that there is a new order in the community and that they are socially evolved, we consider that they live in a process of contradiction, expressed in the position that they are now autonomous women, or submissive. This reality is presented by the way education relates to gender, since it is far from connecting to feminist theories that discuss gender. Thus, a standardized education is visualized in sexist capitalist modes and, therefore, it still does not configure a liberating education, capable of totally freeing women from the molds of a patriarchal society.