Abstract:
The research entitled A HERMENÊUTICA EPISTEMOLÓGICA E ONTOLÓGICA DE
GÊNERO NA EDUCAÇÃO BÁSICA: Uma análise da inserção de professores e professoras
no magistério [The epistemological and ontological hermeneutics of gender in basic
education: an analysis of the insertion of male and female teachers in the teaching profession]
had the intentionality of understanding and analyzing aspects of the professional identity
constitution of teachers exercising the teaching profession in the state of Pará as they relate to
the conception of identity and gender emphasizing the issue of sex, color/race and higher
education. The investigation was carried out through bibliographic studies of exploratory and
descriptive character, based on quantitative data involving data from MEC/Inep/Deed/ of the
year 2013 and on the analysis of various literary and academic productions. In the first
moment the content talks of the demystification of gender, identity and sexuality, analyzing
and questioning the epistemological hermeneutics of gender, conceptualizing what gender is;
the identity of gender; the ontological hermeneutics of gender versus education and about the
teaching career analyzing the issue of gender and sexuality. In the second moment analytical
studies on Basic Education and its regulatory legislations were carried out emphasizing the
Lei de Diretrizes e Bases da Educação Básica Nacional LDBEN [Law of Guidelines and
Bases for the National Basic Education] Nº. 9.394/96, effecting a systemic knowledge as to
the Organization and Structuring of Basic Education with regard to early childhood education
up to Basic Education and Secondary Education, breaking through an evidential perception of
the work of teachers at these levels of teaching. And in the third moment a description was
produced of the professional work of teachers who are part of the Basic Education system in
the state of Pará, emphasizing the statistics as to the number of these with regard to: sex,
color/race and higher learning. As evidenced by this investigation one can point out that there
is a predominance of women in Basic Education as regards the number of men; there is a
prevalence of declaration of color/race being colored among men and women; and there is a
significant index of professionals with higher learning. These issues strengthen an instigating
conviction that in Basic Education women are predominant while the number of men is still
quite reduced in this professional area.
