Novas masculinidades alternativas, reflexividade dialógica e transformação: a formação da masculinidade igualitária de educadores e sua ação transformadora no mundo

Abstract

The present thesis describes a research that sought to identify how the process of constructing a new alternative masculinity occurs in teachers whose work is based on dialogic theories and scientific knowledge, and what role their training plays in overcoming gender violence. Five male educators who had taken a course on the Dialogical Model of Conflict Prevention and Resolution participated in the research. Based on the principles of Communicative Methodology, we conducted interviews and communicative discussion group about: their socialization process; their training about dialogical learning and preventive socialization of gender violence; and how this training relates to their practice, both personally and professionally. We explain how the alternative male identity and its action in the world relate to the theoretical background about dialogical social identity formation from authors such as Mead (symbolic interactionism), Giddens (reflexivity and structuration theory), Castells (identity in the Information Society), and CREA (the Dialogical Turn, Dialogical Learning, socialization for violence attraction and new masculinities, and dialogical communicative acts). It was identified that the participants had in their socialization both elements that contribute to the construction of NAM and traditional masculinities, divided into three spheres of socialization: family, by peers, and community. The formative spheres (courses, research group, and men's group) in which dialogical interactions are established, along with scientific knowledge about preventive socialization, intersubjectively promote the participants' reflexivity. These interactions, mediated by reflexivity, in turn promote the strengthening of these participants' NAM identities, reflected in their actions in the world in their personal characteristics, their affective relationships, and their professional performance. We conclude, then, with the need for the promotion of preventive socialization of gender violence as a transformative educational practice for strengthening NAM and overcoming GBV.