Letramento de gênero e adolescentes: intervenções realizadas no interior do Estado do Ceará

Abstract

This paper presents the technical report on the planning and implementation of workshops aimed at promoting gender literacy among 25 adolescents enrolled in a school in the interior of the State of Ceará, Brazil. To achieve this goal, five meetings were planned, addressing various themes such as gender inequality and its consequences. Each meeting followed the structure proposed by França (2009), incorporating resources such as music, news, and other pedagogical elements. In this context, gender is understood as a social construct imposed on both men and women, fostering the emergence of privileged paths of subjectivation. While men “form themselves” through the efficacy (work and sexual) device, women “form themselves” through the maternal/affectionate device (Marques, 2020; Zanello, 2018). This perspective fuels gender inequality, justifying this proposal for various reasons, including the alarming rates of violence against women (Araújo, 2008) and the limited integration of the theme in the school context.