Banca de DEFESA: VITÓRIA RAFAELA BARROZO FERNANDES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : VITÓRIA RAFAELA BARROZO FERNANDES
DATE: 06/11/2025
TIME: 15:30
LOCAL: via Google Meet
TITLE:

BEHIND THE BLACKBOARD: GENDER PERFORMATIVITY AMONG FEMALE TEACHERS IN PORTO VELHO (RO)

KEY WORDS:

Performativity; gender; disciplinary power; Judith Butler; Michel Foucault

PAGES: 134
BIG AREA: Ciências Humanas
AREA: História
SUBÁREA: História do Brasil
SPECIALTY: História Regional do Brasil
SUMMARY:

The present study aims to investigate gender performativity within the context of female teaching activity in Porto Velho (RO), examining how the gender norms imposed by society influences and regulates the practices of female teachers in the public education system. To achieve this objective, the research was structured into four complementary sections. The first section offers a brief historical overview of the city of Porto Velho, located in the Amazon region of Brazil, and introduces the four schools—understood here as disciplinary institutions that reproduce and reinforce social expectations, particularly those related to the construction of femininity (Foucault, 1975)—where the participating teachers work. The second section develops the theoretical framework, grounded in the concept of gender performativity formulated by Judith Butler, whose reflections challenge the supposed naturalness of gender and propose its understanding as the result of the repetition of normative acts and discourses (Butler, 2018). This theoretical perspective is articulated with Michel Foucault’s formulations on disciplinary power (1975), allowing for an analysis of how female teachers are affected by such mechanisms and how they understand—and at times resist—these processes of normalization, which generally operate unconsciously. The third section addresses the methodological approach adopted in the research, based on Oral History, conceived as both an art of listening and a method of knowledge production. In this section, it is discussed to what extent Oral History constitutes not merely a technique for data collection but also an interpretive approach that values the experience and memory of the subjects (Portelli, 2016; Alberti, 2004). Finally, the fourth and last section is dedicated to the analysis of semi-structured interviews conducted with four teachers working in schools located in different regions of Porto Velho—central, eastern, northern, and southern zones. This stage seeks to understand the social, economic, and cultural differences that shape the trajectories of these teachers and, above all, how they experience, interpret, and confront the dynamics of gender performativity in their professional and social lives.

COMMITTEE MEMBERS:
Externa à Instituição - LAVINIA LOPES SALOMÃO MAGIOLINO - UNICAMP
Interna - 1275553 - LILIAN MARIA MOSER
Presidente - 1807982 - VAGNER DA SILVA