Gender, power and education relations: a poststructuralist perspective

Authors

DOI:

https://doi.org/10.17058/rea.v29i1.14436

Keywords:

Poststructuralism, Gender relations, Power, Education.

Abstract

It is understood that institutionalized education enters an appearance context of new cultural and social identities. Thus, the article seeks to understand how certain homosexual and transsexual students are subjectively registered in their gender relations experienced in schooling practices. Based on the epistemological assumptions of poststructuralism, especially with Foucault, gender relations are analyzed as power relations and with the subjects schooling processes that are related to the construction/constitution of gender identities. It is found that gender representations are a body investment, in the sense of a long-awaited mind education.

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Author Biographies

Eleazar Venancio Carrias, Instituto Federal de Educação, Ciência e Tecnologia do Pará (IFPA)

Doutorando em Educação na Amazônia, pela Universidade Federal do Pará (UFPA). Mestre em Educação, pela Universidade de Brasília (UnB).

Inês Maria Marques Zanforlin Pires de Almeida, Universidade de Brasília (UnB)

Inês Maria Marques Zanforlin Pires de Almeida é mestra em Educação e doutora em Psicologia pela Universidade de Brasília (UnB), com pós-doutorado na USP. É docente do Programa de Pós-Graduação em Educação da Universidade de Brasília (UnB).

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Published

2021-01-05

How to Cite

Carrias, E. V., & Almeida, I. M. M. Z. P. de. (2021). Gender, power and education relations: a poststructuralist perspective. Reflexão E Ação, 29(1), 68-83. https://doi.org/10.17058/rea.v29i1.14436

Issue

Vol. 29 No. 1 (2021)

Section

Artigos do Fluxo

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