Performance de gênero no feminino e no plural: travestilidade, violência e abjeção

This research investigates on gender performance in trans women, through bibliographical research, with the aim of building the script: family home scenic. We analyze essential concepts of gender studies to discuss the experience of these subjects, a brief history of motion picture LGBTT, data on violence suffered by this group, in official reports and hemerográficos, noting the fragility of the data and the high degree of imprecision. Also we discuss about the feminine, a gender role that socially generates vulnerabilities, as can be seen in cisgêneras women, Transgender and gay men effeminate. The bibliographical research served the theatrical script homestay, churning out a product accessible to the community.

Uma leitura de gênero nos contos "Prelúdio", "Na baía" e "A casa de bonecas", de Katherine Mansfield

This work aims to analyze the short stories “Prelude”, “At the Bay” and “The Doll’s House”, by Katherine Mansfield under the prism of the gender studies (mainly on the works of Joan Scott and Elisabeth Badinter). To reach such objective, and based on the feminist criticism works (especially those of Elaine Showalter and Toril Moi), we analyzed the three stories, which are from the writer’s so-called “family phase”. The present work contains a bibliographical contextualization of Mansfield’s modernist work under three main aspects: modernism, the short story and women’s writing/writings on women. From the analysis of the three short stories, we observed that questions of gender, representation and identity were depicted by means of the preponderance of female characters from all ages, marital statuses and classes. At the end it was possible to verify how Mansfield works contributed to a reflection about places and roles occupied by women in turn of the XIX and XX Centuries, whereas how this author was also in search for her own identity as a woman and as a writer, exactly in a context when women writers and women’s writings started to become more visible face to a predominantly masculine literary canon.

A influência das questões de gênero nos processos avaliativos escolares

This paper aims to discuss the influences of gender issues in formal and informal evaluation processes in order to identify situations that may lead to exclusion of boys and girls in our schools. Therefore, we rely on the authors as Freitas (2005, 2006, 2011), Sordi (2009), Villas Boas (2006), Fernandes (2006, 2008), (Carvalho (2001.2004, 2011), Blonde (1995, 2003), Scott (1995), Connell (1995), Navy (2009), Dal'igna (2004), among others. These authors help us understand that both gender issues as the evaluation questions in its formal and informal when analyzed, especially in light of school reality, are impregnated with socially constructed conceptions that are reflected in the school. The survey was conducted in two rooms of the 5th year of elementary school, and the genres of research were qualitative and quantitative. In the development of this study, the research followed those steps: School Rules analysis, grade maps, class journals; Mapping of records of the evaluation results of the 1st to 5th year of elementary school; Analysis of official government documents in education; development, implementation and analysis of questionnaires answered by the students and the teachers with issues about gender and evaluation; Mapping of the evaluation results of the students of two classes surveyed during 2012; Observation in the classroom; interview with the teachers of the surveyed groups. During the research we found that gender issues are not dealt with by the school and that this reinforces some exclusion processes that are linked to these questions. Studies also tell us that on the surveyed groups most of the children who have lower evaluative results are boys, which, in the evaluation of teachers, are considered undisciplined. Of the children with poor results, 50% are black. Some of these children who had low evaluative income have not completed the school year in that school. The study also reveals that on the observed groups, generally the girls have better results in formal assessments than boys, which are considered, by the teachers, more undisciplined and difficult to work with. The girls, on the other hand, are considered more docile and attentive than boys. The observations made by teachers concerning the behavior of boys and girls also reflect in the formal evaluative results, therefore the informal assessments, the value judgment of teachers in relation to the behavior of the students influence the results of formal assessments. In this sense, in order to seek ways to try to overcome the exclusion situations experienced in the evaluation process, we believe that the principles of popular education can be configured as an important parameter to begin discussions on gender and evaluation in schools.

História, cultura, gênero e poder: representações sociais em movimento no seriado de TV Homeland (2001-2013)

In contrast to Muslins traditions and costumes, the US government and society seems to invest in the media to forge discourses on Western way of life. In addition, it creates idealized images of the woman, the hero, the father, the family, and an everyday speech invoking repeated and widespread moral values, including “justice” and “freedom”, in opposition to the “terror”. In this research we analysed the TV series Homeland, using as theoretical support the Cultural Studies, particularly the concept of Social Representation by Denise Jodelet, the analytics tools created by Michel Foucault on power devices, and feminist studies by Teresa of Lauretis. I’ve tried to see how forces in correlations operate, and how representations of womanhood, sexuality and nationality are built and reiterated in speeches, creating patterns of behaviour for men and women. Spreading images of the “good” man, the “good” wife, and the “hero”, the audio-visual product creates and produces the family, the society and the nation considered exemplar.