Representatividade de mulheres professoras no campo educacional do Pará em nomes de escolas do estado

Overview

This study examines the representation of female educators in the State of Pará by analyzing the nomenclature of public schools. The research addresses the extent to which women teachers have been commemorated through school naming practices and the significance of these individuals in the state's educational history. The analysis focuses specifically on institutional patterns of recognition and historical documentation of women's contributions to Pará's educational field.

Methods and approach

The study employs a database survey methodology utilizing the State of Pará government website as the primary data source. The research scope encompasses schools within the 19th Educational Resource Unit (URE 19), which comprises eighteen Educational Support Units (USEs) and a total of 346 schools. Data were extracted and categorized according to the gender attribution and personal representation of school names within the specified geographic and administrative boundaries.

Results

Analysis of the 346 schools yielded the following distribution: 200 schools bearing male names, 96 schools bearing female names, and 50 schools bearing non-personal designations. The data indicate substantial gender disparity in the attribution of school names within the administrative region, with male representation approximately twice that of female representation. The findings reveal a marked predominance of male nomenclature in the institutional naming conventions of public schools in Pará.

Implications

The quantitative disparity in school nomenclature reflects broader patterns of historical recognition and institutional memory within the state's educational system. The underrepresentation of women educators in school naming conventions suggests systematic gaps in the documentation and commemoration of female contributions to educational history. This structural imbalance raises questions regarding the processes through which educational figures are selected for institutional honor and the mechanisms through which historical narratives of women in education are constructed or omitted from public institutional frameworks.