THE CONDITIONS OF SCHOOL INFRASTRUCTURE, TEACHING STAFF AND GENDER RELATIONS IN FUNDAMENTAL SCHOOL: A DESCRIPTIVE STUDY IN ITAPETINGA, BA

Abstract

The article gathers part of the results of the descriptive research that investigated gender relations in a municipal elementary school, Itapetinga, BA, focusing on the use of prejudices and gender discrimination between students and teacher-students and the influence of school infrastructure conditions and organization on school learning, observing the strategies used by the school (or not) to teach the formation of collective values, citizenship and improvement of relations between students in the school routine. The meaning and sense of successful educational practice, in which we seek support, are anchored in the ideas of Arendt (1997), education and emancipation by Adorno (1995), gender relations, body and pedagogical process in Louro (1997, 2000), Carvalho (2016, 2012) and others. Based on theorists, we understand successful educational practices that, in addition to generating positive learning, formation of citizenship and human condition, make it possible to improve the relationship between students and teacher-student, expanding affective feelings and ethical values, whichenhance interpersonal relationships at school. In this text, we present a theoretical outline and results achieved with informants and actions on gender and the intersection of race and ethnicity. These results indicate that, when the school is concerned with improving the conditions of the school environment, as a place for pleasant, healthy encounters and the creation of strategies for the formation of values and citizenship of its students, making them happier, more affective, it enhances the relationships of interaction, sociability, respect for difference, coexistence with diversity, responsibility for life and equality at school, however, it still needs to move in this direction.