SENTIDOS DE TRABALHO PEDAGÓGICO FEMININO NAS POLÍTICAS EDUCACIONAIS: DO BRASIL IMPÉRIO À CONTEMPORANEIDADE

Luisa Palma Menezes; Natália dos Santos Peres; Liliana Soares Ferreira

doi:10.1590/SciELOPreprints.14668

##article.authors##

Luisa Palma Menezes Federal University of Santa Maria https://orcid.org/0000-0002-0543-361X
- Writing – Original Draft Preparation
- Writing – Review & Editing
- Data Curation
- Conceptualization
Natália dos Santos Peres Federal University of Santa Maria https://orcid.org/0009-0005-8614-3161
- Writing – Original Draft Preparation
- Writing – Review & Editing
Liliana Soares Ferreira Federal University of Santa Maria https://orcid.org/0000-0002-9717-1476
- Writing – Original Draft Preparation
- Supervision

DOI:

https://doi.org/10.1590/SciELOPreprints.14668

Keywords:

Pedagogical Work, Educational Policies, Teachers' Work, Gender Relations

Abstract

The article systematizes the historical relationship between gender and education, based on educational policies that have affected the lives of female teachers from the 19th century to the present day. It is justified by the relevance and urgency of studies on gender issues related to pedagogical work. In this way, a documentary research was carried out on educational policies in the selected time frame, in dialogue with the bibliographic review on the inclusion of women in the educational scenario, using the theoretical-methodological foundation of Senses Movements Analysis (AMS) as a reference, aiming to answer the following question: What senses of female pedagogical work are evident in educational policies from Imperial Brazil to the present day? The selected time frame relates to the process of feminization of teaching in the 19th century, when women began to take on the role of elementary school teachers, based on stereotypes attributed to them as possessing the gifted for this role. Based on this assumption, the general objective was established: to investigate the senses of female pedagogical work in educational policies from the 19th to the 21st century. After systematizing the data, the research showed that, historically, educational policies have the capacity to either reproduce the social gender roles that have shaped the sexual division of labor, especially in the work of female teachers, or to transform it, aiming at effective valorization, recognition of pedagogical work, and gender equality.

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Author Biographies

Luisa Palma Menezes, Federal University of Santa Maria

PhD candidate in Education (PPGE/UFSM) in Research Area 2: Public education policies, educational practices, and their interfaces. Master's degree in Education from the Federal University of Santa Maria (2025). Graduated in Pedagogy (2023) from the Federal University of Santa Maria- UFSM. Member of Kairós - Study and Research Group on Work, Education, and Public Policy. Coordinator of GTE- Gender and Education (studies on feminism, class, race, gender, and their intersections) at Kairós. Member of the Elas study group, coordinated by Professor Márcia Eliane Leindecker da Paixão. Conducts research and studies in the field of Education, focusing mainly on the following topics: Professional and Technological Education, Pedagogical Work, Public Policy, Feminism in EPT Teaching, and Gender.

Natália dos Santos Peres, Federal University of Santa Maria

Undergraduate student in Education at the Federal University of Santa Maria - UFSM (2024 - ongoing). Member of the Thematic Study Group (GTE) - Gender and Education at Kairós/UFSM and PIBIC-CNPq Scientific Initiation scholarship recipient at Kairós - Study and Research Group on Work, Education, and Public Policy/UFSM. Conducts research on the following topics: Ethnic-Racial Relations, Gender, Education, Work, Professional and Technological Education, Pedagogical Work. Contact: peres.natalia@acad.ufsm.br

Liliana Soares Ferreira, Federal University of Santa Maria

DOCTORATE IN EDUCATION (2006), from the Federal University of Rio Grande do Sul (UFRGS); MASTER'S DEGREE IN SCIENCE EDUCATION (1999), from the Regional University of the Northwest of the State of Rio Grande do Sul (UNIJUI); SPECIALIZATION IN PORTUGUESE LANGUAGE LITERATURE (1988), from the Regional University of the Northwest of the State of Rio Grande do Sul (UNIJUI); Bachelor's Degree in PEDAGOGY (1985), from the Regional University of the Northwest of the State of Rio Grande do Sul (UNIJUI); Bachelor's degree in LETTERS (1992), from the Regional University of the Northwest of the State of Rio Grande do Sul (UNIJUI); completed a postdoctoral internship (2019) at the Federal University of Pelotas, under the supervision of Prof. Dr. Álvaro Luiz Moreira Hypólito; Completed a postdoctoral internship at the Regional University of the Northwest of the State of Rio Grande do Sul - UNIJUÍ, under the supervision of Prof. Dr. Sidinei da Silva Pithan. She is currently a full professor in the Department of Education Fundamentals at the Education Center of the Federal University of Santa Maria - RS, working in undergraduate, specialization, and GRADUATE PROGRAMS IN EDUCATION (MASTER'S AND DOCTORATE)/UFSM and the POSTGRADUATE PROGRAM IN SOCIAL WORK AND PUBLIC POLICY - UFSM. She is the leader of the KAIRÓS group - STUDY AND RESEARCH GROUP ON WORK, EDUCATION, AND PUBLIC POLICY. She researches and conducts studies in the field of Education, with an emphasis on work, pedagogical work, Pedagogy, public policy, schools, and professional education. She is a member of the Management Committee of the Gaucho Network for Studies and Research on Professional and Technological Education and of the REPPed National Network for Research in Pedagogy. She is an evaluator of undergraduate courses for INEP/MEC and a member of the editorial board of national and international journals on Education. CNPQ PRODUCTIVITY SCHOLARSHIP, AREA OF EDUCATION.