BEHIND THE BLACKBOARD: GENDER PERFORMATIVITY AMONG FEMALE TEACHERS IN PORTO VELHO (RO)
Performativity; gender; disciplinary power; Judith Butler; Michel Foucault
This work consists of an investigation into the phenomenon of gender performativity within the context of female teaching in Porto Velho (RO), aiming to examine how gender norms imposed by society regulate the practices of teachers in the public school system. The concept of gender performativity is based on the thought of philosopher Judith Butler, who challenges the supposed naturalness of gender and upholds the idea that gender is constructed through the repetition of acts (BUTLER, 2018). The school environment is the primary setting of this study, as it is conceived as a disciplinary institution that reproduces and reinforces social expectations, particularly regarding femininity (FOUCAULT, 1975).
Therefore, the theoretical framework relies on the concept of gender performativity (BUTLER, 2018) and its connections with disciplinary power (FOUCAULT, 1975), demonstrating how female teachers are shaped by the phenomenon of gender performativity, how they understand and confront this imposed process, emphasizing that it often operates unconsciously.
The methodology adopted in this investigation was Oral History, understood as the art of listening, which challenges the notion of this historical field as merely a methodological data collection stage (PORTELLI, 2016), and explores its methodological developments in order to be effectively carried out (ALBERTI, 2004).
For the actual analysis, semi-structured interviews were conducted with four teachers from four different schools located in central, eastern, northern, and southern regions of Porto Velho, aiming to capture socioeconomic and social nuances.