Gender issues and education in the State of Amazonas

Abstract

This article presents a reflection on gender issues and education in the State of Amazonas. This is an excerpt from an ongoing research developed in the Graduate Program in Teaching of Sciences and Humanities (PPGECH) under the Federal University of Amazonas - UFAM, Humaitá Unit - IEAA. In this section we seek to reflect on the treatment of gender-related issues in public education in the State of Amazonas, considering the question that drives the research: How has the State of Amazonas dealt with gender issues in the educational scenario? It was sought, then, to raise recent researches developed on the theme in the Amazonian context, discuss what the official documents regulating education in Amazonas say and describe the actions of the secretaries Seduc/Am and Semed/Manaus around the theme. The theoretical and methodological support is based on the post-critical methodology in Education, from authors who move between the fields of "Post" prefixes brought by Meyer and Paradise (2012), anchored in cultural studies, gender studies and feminist studies. The production of data was based on bibliographic and documentary study. The analysis of the results, carried out from a qualitative approach, suggests that gender issues have a very discrete space in the Amazon educational scenario, but that emerges as an agenda that can and should be expanded.