Research article

Curriculum, gender, teaching training, teaching gender and wage: Crossed Dialogs

¹Eliara Cristina Nogueira da Silva Teixeira and *²Cláudio Pinto Nunes

¹Master’s Student in Education at the State University of Southwestern Bahia, Brazil; member of the Study Group on Didactics, Training and Teaching Work (Difort). E-mail: edyaraegui@hotmail.com.

²Doctor in Education; Professor at the State University of Southwestern Bahia, Brazil; leader of the Study Group on Didactics, Training and Teaching Work (Difort)

*Corresponding author E-mail: claudionunesba@hotmail.com

Abstract

This article aims at discussing the school curriculum within the post-critical approach, specifically the questions related to gender, recognizing the important role played by teachers/and their training in this process. In addition, it deals with the teaching gender, i. e., the assumed configuration by the teaching work with the feminization of teacher training along education history, resulted from the expansion of schooling taken place with Brazil’s urbanization and industrialization, in the 19thcentury. In relationship with the aforementioned issues, in a sort of crossed dialogs, one debates the devaluation of the teaching profession as noticed since its origins – when school education had been established as a kind of priesthood –, up to the current days, with the intention of contributing to a better understanding of the period that preceded the passing of the Law of the National Professional Wage Floor in Brazil.

Keywords: Curriculum and Gender; Teaching Training; Teaching Gender and Wage