Título: | MASCULINITIES, INTERSECTIONALITY AND SOCIAL PROTECTION IN EDUCATION POLICY: AN ANALYSIS FROM A PUBLIC SCHOOL | ||||||||||||
Autor: |
NATALIA MAROUN |
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Colaborador(es): |
ANTONIO CARLOS DE OLIVEIRA - Orientador |
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Catalogação: | 02/MAI/2024 | Língua(s): | PORTUGUESE - BRAZIL |
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Tipo: | TEXT | Subtipo: | THESIS | ||||||||||
Notas: |
[pt] Todos os dados constantes dos documentos são de inteira responsabilidade de seus autores. Os dados utilizados nas descrições dos documentos estão em conformidade com os sistemas da administração da PUC-Rio. [en] All data contained in the documents are the sole responsibility of the authors. The data used in the descriptions of the documents are in conformity with the systems of the administration of PUC-Rio. |
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Referência(s): |
[pt] https://www.maxwell.vrac.puc-rio.br/projetosEspeciais/ETDs/consultas/conteudo.php?strSecao=resultado&nrSeq=66553&idi=1 [en] https://www.maxwell.vrac.puc-rio.br/projetosEspeciais/ETDs/consultas/conteudo.php?strSecao=resultado&nrSeq=66553&idi=2 |
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DOI: | https://doi.org/10.17771/PUCRio.acad.66553 | ||||||||||||
Resumo: | |||||||||||||
From an intersectional and relational perspective on gender, this study aims
to analyze male presences in the space of a public school, focusing on the social
protection dimension of education policy and the experiences of caregiving by male
family members. Using the school environment as a basis for empirical data
production, the thesis presents and discusses (dis)connections between educational
policies and social protection systems, considering that public schools are essential
instruments in serving working-class families. As a guiding axis, the intersection of
race, class, and origin emerges as a central category of analysis when addressing
male identities present in the school context-identifying who these men are and
the place they occupy, highlighting existing power relations and their
manifestations, especially concerning how non-hegemonic conceptions of
masculinity are represented in this space.To achieve this, semi-structured
interviews were conducted with school professionals and male family members
responsible for caregiving. Key findings include the protective perception of the
school, conflicts and gender tensions among professionals in the school
environment, as well as the need for reflections that connect non-hegemonic male
identities to caregiving. The study makes observations about possible alternative
paths to avoid naturalizing this category as an almost exclusive consequence of the
sexual (and racial) division of labor, contributing to a greater articulation between
gender, education policy, and social protection.
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