MASCULINIDADES NA ESCOLA: REVISÃO INTEGRATIVA DA LITERATURA

Abstract

The objective of this study was to analyze the literature published in the format of scientific articles between 2015-2022 on masculinities in the school context. Methodologically, the study consists of an integrative literature review, with a universe of 51 articles. The data were descriptively analyzed using an instrument called 'IR protocol' and later the findings were submitted to the content analysis procedure. As a result, it was possible to construct seven categories: 1) Masculinity performativity at school; 2) Teachers and the normalization of masculinities; 3) Male teachers; 4) Black masculinities at school; 5) Violence in schools and masculinities; 6) Male homosexuality at school; 7) Alternative masculinities at school. The analysis suggests that the performativity of masculinity at school involves aspects such as virility, strength, body changes and behaviors such as encouraging the practice of physical exercise. At school, the reference of masculinity is the cis-heterosexual-white, and that the school tries to produce male subjects based on this pattern, without considering that situations of school violence are linked to this model. Male teachers are not well seen in early childhood education, as the place of care is gendered for women and black masculinities, as well as homosexual masculinities are rejected and neglected by the entire school body. Finally, it is concluded that it is necessary to build alternative masculinities at school, but this requires the commitment of various social/political actors.