Banca de QUALIFICAÇÃO: ROSENY ALVES DA SILVA VIEIRA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ROSENY ALVES DA SILVA VIEIRA
DATE: 28/08/2025
TIME: 09:00
LOCAL: sala da coordenação do PPGEM, campus de Ji-Paraná (Bloco 03)
TITLE:

"Gender and Sexuality in the Continuing Education of Mathematics Teachers in Rural Schools of Ji-Parana (RO): Contributions, Challenges, and Perspectives"

KEY WORDS:

Mathematics Education. Continuing Teacher Education. Gender. Sexualities.

PAGES: 130
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This study aims to investigate the contributions, challenges, and perspectives of a continuing education course on gender and sexualities for mathematics teachers working in public rural schools in Ji-Parana, Rondonia (Brazil). The theoretical framework draws on authors from the fields of Mathematics Education and Gender Studies. It includes an analysis of the concepts of gender, sexuality, and continuing education for mathematics teachers in rural schools. To support the theoretical discussions, we referenced authors such as Beck and Quizzo (2013), Butler (1990, 1993, 2003), Caldart (2004, 2010, 2012), Detoni (2022, 2024), Fernandes (2004, 2006), Fiorentini (2007, 2008, 2012), Foucault (1984, 1987, 1997, 2004), Guse (2020, 2022, 2023, 2024), Louro (1997, 2000, 2001, 2007, 2014), among others.

This is a qualitative study with an intervention-based methodological approach. The research involved three mathematics teachers working in rural schools in Ji-Parana. A 20-hour continuing education course was offered under the theme “Mathematics Education, Gender, and Sexuality: Building a More Inclusive Rural Education,” with the support of the Rondonian Research Group on Mathematics Teacher Education (GFOPEM), the research line "Human Diversity and Interculturality," and the Research and Extension Group on Mathematics Education and Diversity (PRISMA). The course aimed to contribute to the continuing education of mathematics teachers in rural areas by integrating theoretical foundations on gender and sexuality into mathematics teaching, promoting inclusive, respectful pedagogical practices that confront prejudice and violence in schools.

Data collection involved a questionnaire administered during the course registration, field notes throughout the process, and a semi-structured interview conducted at the end. Data analysis was carried out through the identification of thematic categories. The results indicate that the course helped teachers to understand concepts related to gender and sexuality, reflect on their pedagogical practices, and deconstruct prejudices. Therefore, the findings highlight the importance of continuing teacher education in promoting human rights and fostering more inclusive and welcoming school environments.

COMMITTEE MEMBERS:
Presidente - 2147056 - CARMA MARIA MARTINI
Interna - 2035958 - ELIANA ALVES PEREIRA LEITE
Externa à Instituição - ELIANE ROSE MAIO - UEM