SCHOOL COMPLAINT AND GENDER: THE (DES)CONSTRUCTION OF STEREOTYPES IN EDUCATION

ABSTRACT The prevalence of boys in school failure has been highlighted by several authors and the phenomenon has been added with the incidence of the diagnosis of ADHD in males. Based on data collected in an extension program for children with school complaints, this article aims to contribute to a theoretical-empirical articulation about the perpetuation of gender stereotypes in education. The method included the analysis of 142 registration cards, 172 observation protocols, and 10 conversation circles registers. In addition to the male predominance in the attendance, signs of sexist clichés were identified, especially the physical aggressiveness and impulsivity for the boys, and the cult of beauty for the girls. The research emphasizes the role of educators in the perpetuation of gender stereotypes and the fertility of conversation circles as instruments for their identification and deconstruction.