Escola, juventude do campo e gênero: Casa Familiar Rural de Pinhão/PR

Abstract

The thesis developed has as its object of study the training process and the search for the relationship with gender in the Rural Family House (CFR), in Pinhão – Paraná, whose theme addresses the work with gender issues in the context of rural schools. The research subjects are ten young students, aged 14 to 17, including eight students in the 1st year of the Agricultural Technician course and two students in the 3rd year of the Technical Agroecology course. The thesis is based on the following issue: whether and how the Casa Familiar Rural de Pinhão, in the training process of agricultural and agroecological technical courses, problematizes gender issues, emphasizing female protagonism? To this end, the general objective is to analyze gender issues in alternation training based on the perceptions of young women. To this end, specific objectives were established: a) analyze how the training offered at the Casa Familiar Rural de Pinhão/PR is articulated as an educational alternative for rural youth; b) identify how rural youth face the construction of autonomy and the valorization of female work; c) verify whether and how alternation training at the Rural Family House contributes to raising awareness of gender issues in the countryside.The thesis is based on decolonial theory and the theoretical foundation of popular peasant feminism, based on the studies of Maria Lugones (2014). The methodology adopted was qualitative research, through: interviews carried out with young women in the CFR investigative space; observation of classes and monitoring of practices inside and outside the school space; field diary, recording observations made; and interview with Claudemara Veiga, in order to learn about the work she develops on gender generation in communities in the municipality of Pinhão/PR. The literature review revealed that research by different authors has demonstrated that gender inequality impacts their decisions about whether to stay in or leave the countryside. Thus, the thesis defended was that the formative process of the CFR has implications for thinking about social and gender relations in the field. Thus, the thesis defended was that the formative process of the CFR has implications for thinking about social and gender relations in the field. The arguments showed that the training that young women have received on gender issues comes from school and from the actions of other organizational spaces that are not within the scope of the curriculum, which directly work on gender relations in order to empower women and young people to deconstruct gender stereotypes, which impacts their permanence and development in the field. As research results, it was considered that gender and generational inequality, patriarchal culture, the lack of financial autonomy and the lack of effective public policies for rural women influence their decisions to remain in or leave rural areas. If they had income conditions and work appreciation, they would stay.