GENDER DIMENSIONS OF THE EDUCATIONAL EXPERIENCE IN ALTERNATION IN THE CITY OF CAMETÁ – PARÁ

Abstract

The article examines gender relations engendered in the Rural Family House of Cametá - Pará (CFRC), from an educative experience in alternation of students which ones, one week every month, are involved in boarding school regime on the school building and in the other weeks they develop activities related to agriculture in their respectively homes. The research occurs as a case study with women speech privileged. The central hypothesis is that one which says the gender relations contents based on families reproduces in the CFRC, however one of their assumptions was the equity in the educative process of the young formation to act in the agriculture. The major results confirm the hypothesis, showing that the same work division performed in the family reproduces in the school with activities called “light” for women and “heavy” for men. This division gives a different formation to the students in the same school according to a preexisting notion which strengthens the traditional roles. However, the women recognize that, in their pathways from the family home to school home, they build means of what is being a woman and how to deal better with the differences there reinforced.