Esta dissertação discute e problematiza como corpo e gênero atravessam os discursos que, articulados, justificam a separação de meninos e meninas como um recurso didático-pedagógico adequado e/ou necessário no âmbito da Educação Física escolar. A partir das contribuições dos Estudos Culturais, de Gênero e Feministas, particularmente na sua vertente pós-estruturalista, privilegiando os trabalhos de Michel Foucault, busco visibilizar a separação como uma construção discursiva constituída por e constituinte de significados sobre feminilidade e masculinidade naturalizados nessa disciplina escolar. Como recurso metodológico, enviei questionários para professores/as de Educação Física que lecionavam para os anos finais do ensino fundamental da Rede Municipal de Ensino de Porto Alegre. A partir das respostas obtidas com os questionários, selecionei e entrevistei dez professores/as que realizavam a separação de meninos e meninas em suas aulas. As entrevistas foram gravadas e, posteriormente, transcritas. Para explorar esse material, inspirei-me na análise foucaultiana de discurso, operando com conceitos como gênero, linguagem, cultura, discurso e poder. Ao tomar a Educação Física escolar como uma pedagogia cultural, marco que o discurso biológico atravessa e constitui as justificativas enunciadas pelos/as professores/as sobre a necessidade de separação. Ao mesmo tempo, suspeito dos essencialismos e das naturalizações como mecanismos estabelecidos pelos discursos numa tentativa de fixar o corpo como construto biológico, como origem e explicação da divisão entre estudantes na Educação Física escolar. Além disso, ao operar com gênero como ferramenta analítica, discuto e problematizo como esse conceito é mobilizado e incorporado nas argumentações dos/as professores/as para separar meninos e meninas. Gênero em sua relação com a educação e como organizador da cultura, bem como seus atravessamentos com outros marcadores sociais e seu caráter relacional, são as implicações da assunção utilizada para visibilizar como a Educação Física escolar é constituída e constitui representações generificadas. / This dissertation discusses and problematizes how body and gender cross discourses that, articulated, justify the separation between boys and girls as an adequate and/or necessary didactic-pedagogical resource in school Physical Education. From the contributions of Cultural Studies, Gender Studies and Feminist Studies, especially in their post-structuralist approach, favoring works by Michel Foucault, I have attempted to visualize the separation as a discursive construction constituted by and constituting meanings about femininity and masculinity that have been naturalized in that school subject. As a methodological resource, questionnaires were sent to teachers working in the Municipal Teaching Network of Porto Alegre. From the answers found in the questionnaires, ten teachers that used to separate boys and girls in their classes were selected and interviewed. The interviews were recorded and transcribed. In order to explore this material, a Foucauldian analysis of discourse was used, as well as concepts such as gender, language, culture, discourse, and power. Considering school Physical Education as a cultural pedagogy, I have marked the biological discourse that has crossed and constituted the justifications given by teachers for the need of separation. At the same time, I have suspected of essentialisms and naturalizations as mechanisms established by some discourses in an attempt to fix the body as a biological construction, as origin and explanation for the separation between boys and girls in school Physical Education. Besides that, operating with gender as an analytical tool, I have discussed and problematized how this concept has been mobilized and incorporated into argumentations made by teachers to separate boys and girls. Gender in relation to education, as a culture organizer, as well as its intertwining with other social markers and its relational character, are implications of this assumption that have been used to visualize how school Physical Education has been constituted and has constituted gender representations.

Bullying is a form of peer violence needing extensive research to help understand the differences in gender for the prevention of such behavior. Most research has been performed in school settings and in a quantitative manner. This study was conducted by six researchers in an after-school facility with a qualitative approach. A minimum of 15 hours per researcher was spent observing behaviors and 20 interviews were performed. A grounded theory approach was used for the analysis of data which tend to show more similarities than differences in the way children bully as well as their perceptions of bullying.

Abstract The aim of this study is to investigate attitudes to leisure-time reading among pupils in grade 5. A subsidiary aim is to examine whether there is a difference between how boys and girls relate to reading books. The method used in the study is questionnaires and a focus group interview. The result shows a clear difference between boys’ and girls’ reading habits in leisure time. The girls devote more time in general than the boys to leisure-time reading, but sports activities and the computer are two phenomena that the pupils choose in preference to reading. In the study one can see a link between reading literature relatively frequently in leisure time and having a positive attitude to reading in school, which applies to both sexes. The pupils who seldom or never read in their leisure time are also more negatively disposed to reading in school, which applies chiefly to the boys.

The purpose of this study was to investigate what factors affect and motivate girls and boys in grade 8 to their participation in the subject of sport and health. For the purpose to be achieved, a quantitative method was used and, in order to interpret the result, an motivation theory was used to categorize the students' motivational factors.  The quantitative method consisted of a digital questionnaire that the students answered via a link. The questionnaire consisted of a number of questions answered by students in grade 8 and which were then compiled. The study was conducted at a high school school in a smaller town in Västra Götaland County. The survey consisted of a total of 93 students, of which 44 boys and 49 girls.  The result showed, among other things, that both boys and girls indicate that they participate in the subject because it is fun and because they can move. Almost half of the boys and about 30% of the girls indicate that they participate in order to get grades on the subject. Furthermore, the results of the study showed that both the girls and the boys think that the teacher's way of teaching has a bearing on motivation. They choose several different options but it is fun and interesting lessons and the teacher is happy and positive who gets the highest response rate. The lesson content in the subject of sport and health is also something that motivates both girls and boys according to the results. There are significant differences between the sexes, especially in the classroom music and movement. The result shows that the girls feel great motivation for music and movement while the boys have a significantly lower motivation for this content. The result, however, shows that both boys and girls are positively tuned and have a high motivation for both ball games, games and co-operative exercises.

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Denna studies syfte var att öka kunskapen om lärares uppfattningar kring pojkars och flickors attityder och eventuella resultatskillnader inom läsning och läsförståelse. Detta gjordes med hjälp av semistrukturerade intervjuer med fem lärare. Tidigare forskning visar att det finns skillnader mellan pojkars och flickors attityder till läsning. Miljön omkring eleverna kan ha en stor påverkan på attityden till läsning. Gällande resultatskillnader visar forskning att flickor presterar bättre än pojkar. Pojkar anser att läsning är något som görs av flickor och kvinnliga lärare. Sociokulturellt perspektiv ramar in studien. Resultatet visade att lärare upplevde att viss skillnad fanns men då gällande attityder. Lärare ansåg inte att de märkte någon resultatskillnad gällande pojkar och flickor i sina klasser. Lärare beskrev att de inte medvetet funderat på ifall det fanns skillnader mellan pojkars och flickors resultat, vilket kan varit orsaken till att de inte har uppfattat några skillnader i sina klasser. Slutsatsen var att lärare såg en viss skillnad gällande attityder till läsning och läsförståelse, men inte gällande resultatskillnader. Trots det visar nationella och internationella tester att det finns en skillnad. Lärarnas omedvetenhet kan vara ett resultat av normer i samhället, vilket betyder att problemet behöver synliggöras och medvetandegöras för att kunna förändras. Detta för att garantera en likvärdig utbildning för både pojkar och flickor. / The purpose of this study was to increase our knowledge of how teachers view boys’ and girls’ attitudes about reading and possible reading comprehension. This study was based on interviews with a total of five teachers. Previous research shows that there are differences between boys’ and girls’ attitudes towards reading. The environment around the students can have a big impact on the attitude to reading. Previous research shows that girls generally are better at reading than boys. There is a general attitude amongst boys that reading is something only girls and female teachers do. A sociocultural perspective framed this study. The results of the study show that teachers to some extent agree on that boys and girls have different attitudes towards reading. They all stated that they had not noticed obvious differences in results between genders in their classes. The teachers that were interviewed had not consciously contemplated whether there were any differences in results between boys and girls. The conclusion is that teachers see a certain difference in attitude towards reading and reading comprehension, but not regarding difference in results. National and international tests show that there is a difference in results. Teachers´ unawareness can be a result of norms in society, which means that teachers need to be aware of the problem to be able to change it. This is to ensure an equal education for boys and girls.

Forskning visade att cirka var fjärde pojke har svårigheter med läsningen. Att läsförmågan är mer bristande hos pojkar än hos flickor kan resultera i en senare språkutveckling och vara avgörande för pojkars prestation inom alla skolämnen. Denna litteraturöversikt syftade därför till att redogöra för vad som kan förklara pojkar och flickors skilda förmågor i läsning på lågstadiet och hur lärare kan kompensera för dessa. De två frågeställningar som skulle besvaras var: Vad kan förklara pojkar och flickors skilda läsförmågor? Hur kan lärare kompensera för de skillnader som finns i pojkar och flickors skilda läsförmågor?. Tio referentgranskade artiklar inhämtades från en forskningsdatabas och är grunden för studiens resultat. Anledningen till att valet föll på dessa artiklar berodde på att de kunde bidra med att svara på forskningsfrågorna och undersökte elever på lågstadiet. Med hjälp av tematisk analys tematiserades samt analyserades sedan de valda artiklarna. I resultatet framgick det att elevers skillnad i motivation, attityder till läsning och lärares förväntningar hade ett samband med pojkar och flickors skilda läsförmågor. Detta kunde förklaras genom att lärare hade lägre förväntningar på pojkar samt att pojkar hade både en sämre motivation och attityder till läsning, i jämförelse med flickor. Däremot kunde tilltro till läsning och oro kopplat till läsning inte lika starkt bevisas ha ett samband med pojkar och flickors skilda läsförmågor. Resultatet synliggjorde även att lärare behöver bli medvetna om stereotypa föreställningar, uppmuntra och stötta pojkar samt tillgängliggöra ett brett utbud av böcker, för att kompensera för de skillnader som finns. / ​​Previous research showed that around one in four boys have difficulties with reading. The fact that reading skills are more deficient in boys than girls can result in later language development and can be decisive for boys' achievements in all school subjects. The purpose of this literature study was therefore to present what explanations there are for boys and girls different reading skills in primary school and what teachers can do to compensate for these differences. The two research questions that were to be answered were: What can explain boys and girls' different reading skills? How can teachers compensate for boys and girls' different reading skills? Ten peer reviewed articles were collected from a research database and were the basis for the studies result. These articles were included because they could contribute to answering the research questions and investigated children in primary school. Through thematic analysis the chosen articles were thematized and analyzed. The result showed that students' differences in motivation, attitudes to reading and teachers' perceptions had a connection to boys and girls' different reading skills. This could be explained by the fact that teachers had lower expectations when it came to boys reading and that boys had both lower motivation and poorer attitudes towards reading, compared to girls. On the other hand confidence in reading and anxiety in connection to reading could not as strongly be proven to have a connection to boys’ and girls’ different reading skills. The result also showed that teachers need to be conscious about stereotypical representations, encourage and support boys and have a large supply of books available, to compensate for the differences in reading skills.

The purpose of this dissertation is to find out whether some teachers at the vocational upper secondary schools where we have had our teaching practice are aware of the gender perspective and if/how they implement it in their teaching. The focus of the investigation is to find out to what extent the teachers in question take gender into account when they select texts for their single-sex classes. The aim was to learn about the teachers’ thoughts and views on gender issues as well as learning more about how to work gender consciously in the classroom. Qualitative interviews with seven upper secondary teachers were carried out. The semi-structured interviews we conducted contained guiding questions concerning gender, single-sex classes, material used for teaching. All the interviewed teachers think that gender is a very important question both in school and in society. The majority of the participating teachers do adjust their material with gender as a factor according to the sex of the majority of the class. The teachers emphasized that they also take other factors into account when selecting texts; an important one is the pupils’ course of study and interests.

<p>This paper studies the schoolstaffs experiences of children with ADHD within the region of Kalmar kommun. The aim is to describe and analyze these experiences from a gender perspective. The study is of a qualitative art and is based on six interviews whith school principals. The theory that is used to analyze the six interviews is the theory of socialconstructivism. The study shows that boys and girls generally is treated differently by the schoolstaff. It also shows that the schoolstaff does not always have the knowledge that is necessery to observe children, mainly girls, with ADHD.</p><p> </p>

This paper studies the schoolstaffs experiences of children with ADHD within the region of Kalmar kommun. The aim is to describe and analyze these experiences from a gender perspective. The study is of a qualitative art and is based on six interviews whith school principals. The theory that is used to analyze the six interviews is the theory of socialconstructivism. The study shows that boys and girls generally is treated differently by the schoolstaff. It also shows that the schoolstaff does not always have the knowledge that is necessery to observe children, mainly girls, with ADHD.