Navegando por Autor "DINIZ, Margareth"

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    A escrita autoral de mulheres professoras
    (2019) DINIZ, Margareth; GOULART, Natália
    This article deals with female writing in teacher education. When we focus on teacher education, it is inexorable to look at the life histories of teacher-women, since we work for teacher training involved, considering the relationship between feminized and female teaching. As a research method we use the research / intervention through workshops, analyzing the narratives of life of female teachers in relation to writing and we ask ourselves: What does the writing of female teachers? What body and stories will enroll in the experience / invention with the writing of women-teachers? What relationship is established between the construction of gender and female writing? When talking about a feminine writing, a writing that coexists with the knowledge of the lack, something new can be reinvented, then it is in this indecipherable place that the feminine writing unbalances the paradigm, the center. As a result of the research / intervention it is possible to say that the knowledge of emptiness establishes a feminine knowledge.
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    Gênero e sexualidades no contexto da universidade pública: estudo de caso do Projeto Vidas - UFOP
    (2021) MENDONÇA, Felipe Viero Kolinski Machodo; DINIZ, Margareth; MAIA, Marta Regina
    Considering the university as a space for social interaction and recognition of differences, this work aims to present and reflect on the scope of an extension project called “Lives: gender, diversity and sexualities”, developed at the Federal University of Ouro Preto (UFOP) since 2018. With a theoretical perspective based on post-structuralist studies, gender performativity (Butler, 2002, 2012) and Queer Theory, we use the methodological case study procedure, which analyzes how the existence of projects (and actions) of this nature at the university can contribute to the reduction of violence and the recognition of the existence of gender and sexuality differences within the institution and in the region of the Inconfidentes. The results of the analysis indicate that projects of this type, of a multidisciplinary and critical nature, as well as institutional policies adopted by universities, such as UFOP, contribute to inclusion and diversity processes that are so necessary today.