Representação da mulher em livros didáticos de Inglês do ensino médio da rede estadual do Paraná

Abstract

This paper analyzes the representation of women in English textbooks from the Way to Go! collection, from high school collections from 2015 and 2018 approved by the National Textbook Program (PNLD). The research starts from a brief discussion about the textbook program and its emergence from Tilio (2010), some conceptions of Oliveira (2008) and Leffa (2007). The study also discusses the historicity of women in society from the perspective of Tiburi (2018) and Orlandi (2007) and how social representations can contribute to the understanding of this process, through the contributions of Guareschi, Harnandez and Cárdenas (2010). Furthermore, the role of the reflective teacher is addressed through Freire (1996) who can consolidate or discuss possible stereotypes, as well as the awareness of the teacher's vision when working with gender representation issues in the classroom. The research methodology used was a bibliographic review with a qualitative and interpretive approach, based on the concepts presented by Orlandi (2007) on discourse analysis, as well as reflections on the vision that was built by the woman Perrot (2005). It was possible to understand that the representations presented in English textbooks reflect a social mentality, which carries stereotyped views that have long been consolidated in society. In addition, it is shown that, often, the collections of teaching material prepared for Basic Education do not effect significant changes from year to year, providing little reflection for teachers and students.