Docentes à deriva : relações de gênero, pedagogia cultural e o Tik tok

Abstract

TIK TOK, as a social network transmitting countless content, is a cultural pedagogy. This social network attracts children's attention. With short and funny videos, which capture the attention of those who watch them, they are made in an attractive way, lasting around 60 seconds, so this social network has become a place for learning. TIK TOK contains contente that can encourage early sexualization and objectification of the body, as well as praise the culture of machismo and patriarchy and intensify stereotypes of the female body. Therefore, the research investigated the view of three teachers from the public education network on the representations made in the classroom regarding gender relations and themes mentioned above. This work had as its guiding question: how do TIK TOK gender performances appear in the school environment from the teaching perspective? Dialoguing intellectually with the teachers' theories and responses, the development of the work showed what the teachers' vision and their perspectives are like, based on the objective of the research, which was to investigate the stereotypes, behaviors and objectification of the female body, through what is seen on TIK TOK through the teachers' eyes. The three teachers were called Sam, Alex and Clover to keep their identities confidential. Based on each person's responses, it was possible to know, understand and analyze how this social network can stimulate students' behaviors and thoughts and it was possible to verify how teachers read this reality. Each teacher relevantly described their experiences, based on what they understand about gender relations, about the gender performances that are reproduced in the school environment and which are introduced through TIK TOK, their knowledge about this social network, whether they have training to work on these themes and how they feel about this reality. Therefore, the work has a descriptive character, uniting theories with the experiences of each teacher, valuing their perspectives, knowledge and challenge. The work brought important results from the perspective of a cultural pedagogy, structured mainly in a social network, but reproduced in the school and social environment, in which they are reported during the development of the research.