Teaching, gender and training repertories: considerations on pedagogical mediation practices in adverse contexts

The article proposes a reflection on the pedagogical mediation practices configured in teaching, based on the experience of Professor Rosa. She worked at a school located in a slum complex in the city of Rio de Janeiro: Mare. Based on the statements given by the teacher, we will highlight a set of issues related to the place of gender and social belonging that intersect with the survival tactics of a northeastern migrant in the city of Rio de Janeiro, as well as with the repertoire of practices cultural / pedagogical mediation elaborated and put into action in the referred school institution. It is divided into five sections: the first develops a brief reflection on teaching, issues of gender, class and prejudice of place; the second addresses Professor Rosa's personal and formative trajectory; the third highlights some of its pedagogical mediation practices at Mare school; the fourth reflects on the symbolic dimensions that permeate teaching as a profession associated with the female gender, analyzing its repercussions on representations about the domestic / private space and the public space of the school; the fifth section indicates some of the mediation practices that the teacher, then acting as Principal, established with the outside school community and the Final Considerations take up some key ideas presented in the article.