TEACHING GENDER IN AN INLANDED AND INTERNATIONALIZED UNIVERSITY

Abstract

This article presents an analysis of the processes of political and curricular institutionalization of Gender at the University for the International Integration of Afro-Brazilian Lusophony (Unilab). Through self-ethnography and a document analysis, it was possible to analyze how this epistemological field has been neglected in the institutional sphere of reception and permanence policies and in teaching. In this sense, based on the evidentiary method, I problematize, from different pieces of evidence, the academic-bureaucratic (mis)paths of the institutional and curricular policies of Unilab and then reflect on my teaching experience with Gender in a History degree course in Ceará.