Questionando gênero no ensino de Relações Internacionais: uma análise curricular de cursos de graduação do sul do Brasil

Abstract

The scarce Brazilian literature on the teaching of Gender in undergraduate courses in International Relations indicates both a distance from the area of the theme, as well as a gap in its teaching in the curricula. In this exploratory research, the general objective is to analyze how three International Relations courses from public universities in the South of Brazil have addressed the theme of gender in the mandatory course syllabi. To carry out this analysis, the method used is a bibliographic analysis on gender and a documentary analysis of the mandatory syllabi of the researched universities. In the first section, I approach the theoretical debate on curricular analysis. In the second section, I address the debates on Gender and the teaching of International Relations. In the third section, I analyze the mandatory syllabi of the undergraduate courses in International Relations of the following universities: Federal University of Santa Maria (UFSM) in Rio Grande do Sul (RS), Federal University of Santa Catarina (UFSC) in Santa Catarina (SC), and Federal University of Latin American Integration (UNILA) in Paraná (PR). A total of 103 course syllabi were analyzed, of which 3 (2.91%) addressed some of the aforementioned concepts in a marginal way. I observe that in the four or five years of duration of the three undergraduate courses, there is only the "gender week," that is, there is only one week in a discipline or entire course to discuss the theme. In the final considerations, I also observe that there is an opportunity to question, dispute and change International Relations curricula to adopt non-hegemonic perspectives.