| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 786.19 KB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
Gênero constitui-se como categoria social utilizada para descrever os
indivíduos a partir da sua categoria sexual de pertença e é consequência da
construção social dos papéis a serem desempenhados na sociedade por
homens e mulheres. Apesar dos indiscutíveis benefícios sociais da igualdade
de gênero, em 2014, o novo Plano Nacional de Educação do Brasil, eliminou
do seu texto o termo gênero. Em Uberaba-Minas Gerais, foi aprovada uma
norma que impede discussões legislativas sobre ideologia de gênero em
contexto escolar. Perante este cenário, os objetivos deste estudo centraramse
em aceder às percepções, representações e atitudes de docentes que
lecionavam em três Escolas Municipais de Uberaba, em relação à igualdade de
gênero, ao seu papel no desenvolvimento de atitudes e valores promotores
da igualdade de gênero e identificar suas convicções quanto à sua importância
na formação de cidadãos/ãs críticos/as e justos/as. Neste sentido, foi
desenvolvido estudo exploratório com a participação de 21 docentes a
lecionarem entre o 1.° e o 5.° ano do ensino fundamental. Os resultados
permitem-nos concluir a existência de distorções e confusões conceituais, por
parte das/o participantes relativamente à temática da igualdade de gênero.
Evidenciou que a educação para a igualdade de gênero, embora tida como
importante, é, frequentemente, resultado de práticas educativas não
intencionais, pouco conscientes e impregnadas de estereótipos. Ficou
evidente a premente necessidade de (in)formação e preparação destes/as
profissionais para que se possam efetivar enquanto promotores da igualdade
entre homens e mulheres.
Gender constitutes as a social category used to describe individuals by their belonging sexual category and is a consequence of the social construction of the roles to be played by men and women on the society. Despite the undeniable social benefits of gender equality, in 2014, the new National Education Plan (NEP) of Brazil eliminated the word gender from its text. In Uberaba-Minas Gerais, a rule was approved that prevents the legislative discussion about the ideology of the gender in the school context. Against this backdrop, the objectives of this study focused on to access to perceptions, representations and attitudes of teachers that taught in three Municipal Schools of Uberaba, in relation to gender equality, to their role in the development of attitudes and values that promote gender equality and to identify their convictions about the importance of them in the formation of critical and fair citizens. In this sense, an exploratory study with the participation of 21 teachers to teach between the 1º and the 5º year of elementary school was carried out. The results allow us to conclude the existence of conceptual distortions and confusions by the participants regarding the theme of gender equality. It became clear that gender equality education, although considered important, is often result of educational practices unintentional, unconscious and impregnated with stereotypes. It was evident the pressing necessity of (in)formation and preparation of these professionals so that they can be effective as promoters of equality between men and women.
Gender constitutes as a social category used to describe individuals by their belonging sexual category and is a consequence of the social construction of the roles to be played by men and women on the society. Despite the undeniable social benefits of gender equality, in 2014, the new National Education Plan (NEP) of Brazil eliminated the word gender from its text. In Uberaba-Minas Gerais, a rule was approved that prevents the legislative discussion about the ideology of the gender in the school context. Against this backdrop, the objectives of this study focused on to access to perceptions, representations and attitudes of teachers that taught in three Municipal Schools of Uberaba, in relation to gender equality, to their role in the development of attitudes and values that promote gender equality and to identify their convictions about the importance of them in the formation of critical and fair citizens. In this sense, an exploratory study with the participation of 21 teachers to teach between the 1º and the 5º year of elementary school was carried out. The results allow us to conclude the existence of conceptual distortions and confusions by the participants regarding the theme of gender equality. It became clear that gender equality education, although considered important, is often result of educational practices unintentional, unconscious and impregnated with stereotypes. It was evident the pressing necessity of (in)formation and preparation of these professionals so that they can be effective as promoters of equality between men and women.
Descrição
Palavras-chave
Igualdade Gênero Educação Desigualdade Equality Gender Education Inequality
Contexto Educativo
Citação
Editora
Instituto Politécnico do Porto. Escola Superior de Educação