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Publication
Os discursos de género em educação
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 8.14 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Esta investigação teve como principal desiderato verificar se existem diferenças de
discurso por parte de educadores e por parte da família em relação aos meninos e meninas, ou
seja, que conceções de género são manifestadas no seio da família e na escola e que implicações
tem na socialização das crianças, que frequentam o pré-escolar ou o 1º ciclo do ensino básico
em Lisboa e Santarém. A construção de género é iniciada antes do nascimento de cada criança
no seio da respetiva família, trata-se de uma construção social que se rege por regras criadas
também pela sociedade que acolhe a criança e que estabelece diferenças entre o que é próprio
para homens e para mulheres. Por seu turno, as crianças iniciam na mais tenra idade a sua
própria identidade de género, que lhe permite ser aceite pelos seus pares e pela sociedade que
a rodeia. Quer isto dizer que cada sociedade impõe determinados estereótipos de género e que
as crianças são influenciadas e produtos destes mesmos estereótipos. Com objetivo de
investigar que discursos são frequentemente utilizados por educadores e pelas famílias no que
respeita ao género foi desenhada uma entrevista para os educadores e professores do pré-escolar
e do 1º ciclo e ainda um inquérito para ao pais e mães com crianças destas idades. Foram
entrevistados 8 educadores de infância e 22 docentes do 1º ciclo e ainda validados 641
inquéritos. Os resultados apontam que as perceções dos professores e das famílias são diferentes
nos companheiros de brincadeira das crianças, mas similares no que respeita ao tipo de
brincadeiras. Por seu turno encontramos representações de feminilidade e masculinidade no
tipo de vestuário, calçado, acessórios, brinquedos e no material escolar escolhido ou adquirido
para as crianças. Não foram percecionadas diferenças no processo de aprendizagem das
meninas e dos meninos, mas foram percecionadas diferenças no comportamento em sala de
aula, sendo ainda necessário continuar a investigar as diferenças nos percursos que podemos ou
não relacionar com o abandono a nível escolar, uma vez que existem desigualdades de género
a este nível.
This investigation had as main objective to verify if there are differences of discourse on the part of educators and on the part of the family in relation to boys and girls, in other words, that gender conceptions are manifested within the family and at school and what implications it has on socialization of children, who attend pre-school or 1st cycle of basic education in Lisbon and Santarém. The construction of gender begins before the birth of each child in the family, it is a social construction that is governed by rules created also by the society that welcomes the child and that establishes differences between what is proper for men and for women. In turn, children start their own gender identity at an early age, which allows them to be accepted by their peers and by the society around them. This means that each society imposes certain gender stereotypes and that children are influenced and products of these same stereotypes. In order to investigate which speeches are frequently used by educators and families with regard to gender, an interview was designed for educators and teachers of pre-school and primary schools and also a survey for parents of children of these ages. 8 kindergarten teachers and 22 teachers from the 1st cycle were interviewed and 641 inquiries were still validated. The results show that the perceptions of teachers and families are different in children's playmates, but similar in terms of the type of play. In turn, we find representations of femininity and masculinity in the type of clothing, footwear, accessories, toys and school supplies chosen or purchased for children. No differences were perceived in the learning process of girls and boys, but differences were observed in behaviour in the classroom, and it is still necessary to continue investigating the differences in the paths that we may or may not relate to dropout at school, since there are gender inequalities at this level.
This investigation had as main objective to verify if there are differences of discourse on the part of educators and on the part of the family in relation to boys and girls, in other words, that gender conceptions are manifested within the family and at school and what implications it has on socialization of children, who attend pre-school or 1st cycle of basic education in Lisbon and Santarém. The construction of gender begins before the birth of each child in the family, it is a social construction that is governed by rules created also by the society that welcomes the child and that establishes differences between what is proper for men and for women. In turn, children start their own gender identity at an early age, which allows them to be accepted by their peers and by the society around them. This means that each society imposes certain gender stereotypes and that children are influenced and products of these same stereotypes. In order to investigate which speeches are frequently used by educators and families with regard to gender, an interview was designed for educators and teachers of pre-school and primary schools and also a survey for parents of children of these ages. 8 kindergarten teachers and 22 teachers from the 1st cycle were interviewed and 641 inquiries were still validated. The results show that the perceptions of teachers and families are different in children's playmates, but similar in terms of the type of play. In turn, we find representations of femininity and masculinity in the type of clothing, footwear, accessories, toys and school supplies chosen or purchased for children. No differences were perceived in the learning process of girls and boys, but differences were observed in behaviour in the classroom, and it is still necessary to continue investigating the differences in the paths that we may or may not relate to dropout at school, since there are gender inequalities at this level.
Description
Tese apresentada para cumprimento dos requisitos
necessários à obtenção do grau de Doutor em
Ciências de Educação
apresentada no ISPA – Instituto Universitário no ano
de 2020
Keywords
Educação Género Igualdade de género Socialização Citizenship Education Gender Gender Equality Socialization.