Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-08-08T11:31:04Z No. of bitstreams: 1 Sarah Fantin de Oliveira Leite Galvão.pdf: 1524355 bytes, checksum: b997c81b9a90d01f31b418f044b9dae6 (MD5) / Made available in DSpace on 2018-08-08T11:31:04Z (GMT). No. of bitstreams: 1 Sarah Fantin de Oliveira Leite Galvão.pdf: 1524355 bytes, checksum: b997c81b9a90d01f31b418f044b9dae6 (MD5) Previous issue date: 2018-06-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Fundação São Paulo - FUNDASP / The main question researched in this thesis is regarding the responsibility of higher education curriculum in making a consistent women professional identity formation and empowering them for the labor market. It is verified that the present gender relations, associated to social and educational cultures influence Brazil’s women professional identity formation. These question lead to postponing the personal and familiar life development, favoring the construction of a professional career permeated by discrimination both in hierarchical growth as in wage inequalities. The present thesis has as main objective to understand how the higher education curriculum can empower women to face the inequalities of gender cultural relations in the labor market to warrant her rights and the pursuit for equality and social justice. To deepen this approach, Brazil’s gender cultural relation was analyzed: in which ways women are considered by the labor market, economy and laws, how the cultural paradigms influence women professional identity formation and how the professional identity formation influence in warranting the Rights and social justice for women. For that, a qualitative research was performed, through bibliographical survey and field research and analyzed based on the main support authors: Boaventura de Souza Santos, Foucault, Bourdieu and Jurjo Torres Santomé / A questão central pesquisada nesta tese é sobre qual a responsabilidade do currículo do ensino superior em realizar uma consistente formação da identidade profissional das mulheres e nessa medida empoderá-las para o mercado de trabalho. Verifica-se que as relações de gênero atuais associadas a culturas sociais e educacionais, influenciam a formação da identidade profissional de mulheres no Brasil. Estas questões acarretam no adiamento do desenvolvimento da vida pessoal e familiar em prol da construção de uma carreira profissional permeada pela discriminação tanto de ascensão hierárquica como em desigualdades salarias. A presente tese tem como objetivo central compreender em que medida o currículo do ensino superior pode empoderar as mulheres para o enfrentamento das desigualdades das relações culturais de gênero no mercado de trabalho para garantia de seus direitos e busca por equidade e justiça social. Para aprofundar esse foco analisaram-se as relações culturais de gênero no Brasil: de que forma as mulheres são consideradas pelo mercado, economia e legislação, como os paradigmas culturais influenciam a formação da identidade profissional das mulheres e como a formação da identidade profissional influencia na garantia dos Direitos e da justiça social das mulheres. Para tanto, foi realizada uma pesquisa qualitativa, por meio de levantamento bibliográfico e pesquisa de campo, analisadas a partir dos autores principais de sustentação: Boaventura de Souza Santos, Foucault, Bourdieu e Jurjo Torres Santomé

Thesis (Ph.D.)--James Madison University, 2009. / Includes bibliographical references.

Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2009. / Curriculum changes that have occurred in most South African dental schools have been influenced by several factors such as organizational outlook (the dental school as a learning organization), legislative frameworks that have had an influence on higher education in South Africa and epistemological interpretations of these changes by educators within dental schools. Very little is known about how medical and dental educators experience curricular change or innovations that in effect may contest their established pedagogical views. They themselves (especially those who have been teaching for many years) are products of a teacher-centred approach to learning. This, therefore, means they may have a product orientation rather than a process orientation to curriculum development. What may have been overlooked is that challenges and successes of curricular reform or revision may also be influenced by challenges to the established identity and role of teachers involved, and that some teachers’ perceptions about teaching may be in conflict with the recommended changes or innovations. The purpose of this study therefore, was to explore the influence (if any) on South African dental educators’ perceptions towards curriculum change or innovation which has occurred in the dental schools and to assess their orientation to modern pedagogic practice. The objectives of the study were twofold. Firstly to determine the South African dental educators’ perceptions and pedagogic practices to the following trends in health sciences education viz. curriculum organization, education for capability, community orientation, self-directed learning, problem-based learning, evidence-based health sciences education, communication and information technology and service learning. The second objective was to determine the influence of socio-demographic variables to the dental educators’ perceptions and pedagogic practices. Data was collected through a questionnaire which was sent to all educators at dental schools. At the time of conducting this study there were 220 educators; 168 educators responded to the questionnaire. There was a 76% response rate to the questionnaire. The data was processed utilizing responses and coding them into a computerized data set. It was coded, edited and checked using the procedures provided by the Statistical Analysis System (SAS) in order to work out the various calculations relevant to the study. The SAS FREQ procedure was used to calculate the descriptive statistics needed. The study indicated that the teacher-centred paradigm is still predominant, even though the educators claimed to be using some aspects of modern pedagogic practice. One socio-demographic variable that had a significant influence (p<0,05) on community orientation was the age of the educator. Another variable that had a significant influence on evidence-based health sciences education was number of years in academic dentistry.