2025-06-052025-06-052021-06-07PUREZA, Valéria Amaral. Gênero e formação docente : o curso de licenciatura em pedagogia e a formação do/a pedagogo/a para trabalhar as relações de gênero na escola. Orientadora: Sônia Maria Pereira do Amaral. 2021. 27 f. Trabalho de Curso (Licenciatura em Pedagogia) – Faculdade de Educação e Ciências Humanas, Campus Universitário de Breves, Universidade Federal do Pará, Breves, 2021. Disponível em: https://bdm.ufpa.br/handle/prefix/8290. Acesso em:.https://bdm.ufpa.br/handle/prefix/8290Women's struggle for the recognition of their rights and the suppression of inequalities in treatment between genders is long and increasingly strengthened by the collective of women who no longer accept being treated as a second sex. In the context of this debate, this article aims to present the results of a study carried out on teacher training to work on gender relations in schools. In a general overview, it aimed to analyze the Pedagogical Project of the Course – PPC, of the Degree in Pedagogy at the Faculty of Education of the Marajó-Breves University Campus and the contributions that the curricular components of this course bring to the training of teachers whose skills include the production of pedagogical practices and the debate on gender relations at school. Specifically, it sought to identify which curricular components of the Degree in Pedagogy bring contributions so that future teachers are trained to debate and work on gender relations at school. The theoretical and methodological basis was based on the qualitative research approach (KAUARK; MANHÃES; MEDEIROS, 2010). It took the form of bibliographical research and Documentary Research (TOZONIREIS, 2009), as it has fundamental importance for analyzing the document's contents. Data collection took place through the PPC, in 2011. The theoretical basis was based on Connel (2015), Foucault (1988, 2009), Gomes (2007) and Louro (1997, 2003, 2010). The results indicated that in the PPC, there are guidelines for the development of skills, abilities and seven curricular components that directly point out, through syllabuses and bibliographies, contributions to the academic training of the pedagogue for the development of skills and competencies for the production of pedagogical practices that discuss gender relations at school. He considered that the training process depends on the course's mandatory curriculum, but also on the teachers who teach them, on the theories of knowledge that support the pedagogical practices of these agents, on their attitude towards social reality and the way in which they mediate knowledge.Acesso AbertoRelações de gêneroFormação docenteCurso de pedagogiaEscolaGender relationsPedagogy courseSchoolCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULOTrabalho de Curso - Graduação - MonografiaAttribution-NonCommercial-NoDerivs 3.0 Brazil