As representações de gênero na docência

In this study, the objective is to analyze gender representations in the mathematics exams of the Basic Education Evaluation System (SAEB) from the years 1997 and 2009, with a focus on gender representations associated with teaching. The research is based on Cultural and Gender Studies, referencing authors such as Butler (2003), Camozzato (2014), Costa, Silveira, and Sommer (2003), Louro (2003 and 2020), Silva (1999 and 2010), Scott (1995), among others. Through qualitative research and a documental procedure, we identified the frequency and context in which the terms "teacher" (male) and "teacher" (female) appear, as well as associations with leadership positions. The results suggest the predominance of a feminine representation of teaching in the assessment materials, reinforcing gender stereotypes that associate teaching with a feminine figure and leadership with a masculine one, highlighting the persistence of gender hierarchies in basic education.