CAPES / Essa tese visou investigar as possibilidades de um curso de capacitação sobre gênero na escola, a relação entre políticas de igualdade de gênero e empoderamento das mulheres no campo da educação formal de nível básico no intuito de contribuir para incrementar as pesquisas sobre as políticas públicas voltadas às mulheres, voltadas à inserção do gênero na educação e voltadas a promoção de uma escola democrática e inclusiva. Com o objetivo de analisar os efeitos de um curso de formação sobre gênero na educação no empoderamento e na prática pedagógica das mulheres que atuam na educação básica, a fundamentação teórica abordou os estudos de gênero, o feminismo, o empoderamento feminino, a educação, a escola e as políticas públicas relacionadas. A metodologia utilizada constou de procedimentos relacionados a abordagem quantitativa, com a aplicação e análise de 101 questionários respondidos por professoras que participaram do curso de formação em gênero oferecido pela Universidade Tecnológica Federal do Paraná em 2010/2011, e abordagem qualitativa com a aplicação e análise de 14 entrevistas em profundidade. A pesquisa, por analisar os impactos de um curso específico, constituiu-se em um estudo de caso. Na revisão teórica foi possível perceber que existe uma produção dentro da área de estudos de gênero e educação que vem analisando, documentando e discutindo o fazer pedagógico relacionado a questões de gênero. Alguns trabalhos mostram as limitações, outros trabalhos discutem as possibilidades e outros ainda abordam realidades bem específicas. Os trabalhos que envolviam os cursos de formação de professores como o que está sendo analisado nessa pesquisa, o fizeram enfocando o processo em si e durante os cursos. No trabalho aqui proposto se apresenta uma perspectiva de tempo maior. O enfoque em professoras que atuam na cidade de Curitiba e arredores pretende levantar subsídios para o entendimento dessa realidade específica considerando que, em cada contexto as marcas sociais e culturais podem se manifestar de formas diferentes. Essa pesquisa mostrou que um curso de formação pode fazer com que professoras alarguem suas compreensões, pensem criticamente sobre suas práticas e insiram outras formas de abordagem em seu dia-a-dia com intenção de minimizar desigualdades e construir uma escola inclusiva. Contudo, como um processo humano, a conscientização não se dá sem retrocessos, rupturas, resistências, daí a necessidade de formação permanente e apoio institucional para garantir a manutenção de práticas inclusivas e democráticas. Espera-se que os resultados da pesquisa contribuam para o enriquecimento e incremento de ações futuras no campo da educação e gênero, não só no Estado do Paraná como em outras localidades. / This thesis is aimed to investigate the possibilities of a training course on gender in school, the relationship between policies on gender equality and women's empowerment in the field of formal elementary level in order to contribute to increase research on public policies to women, focused on the inclusion of gender in education and targeted to promoting a democratic and inclusive school. With the objective to analyze the effects of a training course on gender in education in the empowerment of women and in their pedagogical practice working in the basic education, the theoretical foundation approached gender studies, feminism, women's empowerment, education, school and public policies related. The methodology consisted of procedures related to quantitative approach to the application and analysis of 101 questionnaires completed by teachers who participated in the training course about gender in education offered by the Federal Technological University of Paraná in 2010/2011, and a qualitative approach to the application and analysis 14 in-depth interviews. The research, by analyzing the impacts of a specific course, consisted in a case study. In the literature review, it was revealed that there is a production within the area of gender studies and education which analyzing, documenting and discussing the pedagogical practice related to gender issues. Some works shows the limitations, other studies discuss the possibilities and still others address very specific realities. The work involving the training courses of teachers as analyzed in this study, focused on the process itself and during the courses. The proposed work here presents a amplified perspective of time. The focus on teachers who work in the city of Curitiba and Area plans to raise contributions to the understanding of this fact considering that in each context the social and cultural marks can manifest in different ways. This research showed that a training course can make teachers widen their understanding, think critically about their practices, insert other forms of approach in your day-to-day with the intention of minimizing inequalities, and build an inclusive school. However, as a human process, awareness is not without setbacks, rupture, resistance, hence the need for ongoing training and institutional support to ensure maintenance of inclusive and democratic practices. It is expected that the research results contribute to the enrichment and growth of future actions in the field of education and gender, not only in the State of Paraná as other locations.

This thesis looks at how the rule of law fails to achieve justice for Indian-American survivors of domestic violence in a multitude of ways, corresponding to class and religious positionality, as well as documentation status, and how the Indian community mobilizes in response to these failures by creating alternative modes of justice for survivors. Historically, these alternatives have taken form as direct service organizations, providing culturally and linguistically accessible services to survivors. I contend that these are helpful on an individual level, working to interrupt cycles of violence, but not at the collective level – stopping these cycles altogether. Given the systemic nature of sexual violence, working from transformative justice principles is an ideal modality of organizing, but not feasible given the structure of Indian-American communities today. In the interim between present post-violence work and future integration of transformative justice, I argue that pre-violence educational models are the most effective way to see tangible, generational, systemic change. Modes of resistance through educational initiatives aimed towards Indian youth ages ten to eighteen against rape culture will more effectively deter the cycles of intra-community violence from occurring, specifically when oriented from sites of religious worship and/or cultural centers – spaces that create a sense of Indian identity. These educational spaces currently do not exist as an intra-community effort, so I analyze various feminist pedagogies as well as an example of this work being done within other communities to extend these praxes back to the Indian community.

Este trabalho apresenta um estudo em relações de gênero na Computação. Com base na literatura, assume-se que a computação vem sendo historicamente construída entorno da masculinidade normativa, de modo que os estereótipos que propaga são altamente eficazes na manutenção de barreiras que dificultam a participação plena de mulheres e outras minorias. Estas barreiras são ilustradas por meio de estudos de sua história, pela forma como se deu a profissionalização da área, e, consequentemente, pela exclusão e invisibilização paulatina das mulheres atuantes. Para tanto, se embasa na literatura a respeito da história da tecnociência, na história da computação, nos estudos em Ciência, Tecnologia e Sociedade, e nos estudos de gênero. A abordagem metodológica utilizada nesta pesquisa é a de entrevistas, por meio das quais algumas mulheres — estudantes e professoras dos cursos de computação da Universidade Tecnológica Federal do Paraná — puderam externar suas vivências, preocupações, e percalços pelos quais passam ou passaram como minoria em cursos tão marcados por estereótipos de gênero, como é o caso dos cursos de Computação. A intenção destas entrevistas é verificar na prática se os estudos a respeito das mulheres na tecnociência se confirmam no contexto específico da Universidade Tecnológica Federal do Paraná. / This work presents a study on gender relations in Computing. Based on the literature, we assume that Computing has been historically build around the normative notion of masculinity, so it propagates stereotypes that are highly effective in maintaining the barriers that hinder the full participation of women and other minorities. These barriers are illustrated by studies in its history, by the way that the professionalization of the area has been made, and hence the gradual exclusion and invisibility of the active women. To do so, this work was grounded in the literature on the history of technoscience, on the history of Computing, on the studies on Science, Technology and Society, and on gender studies. The methodological approach used in this research was the interview, through wich some women — students and professors of Computing courses at Federal Technological University of Paraná — could express their experiences, concerns, and mishaps through which they pass or passed as a minority in courses as marked by gender stereotypes, such as courses in Computing. The intent of these interviews is to verify in practice the studies concerning women in technoscience are confirmed in the specific context of the Federal Technological University of Paraná.

Este trabalho apresenta um estudo em relações de gênero na Computação. Com base na literatura, assume-se que a computação vem sendo historicamente construída entorno da masculinidade normativa, de modo que os estereótipos que propaga são altamente eficazes na manutenção de barreiras que dificultam a participação plena de mulheres e outras minorias. Estas barreiras são ilustradas por meio de estudos de sua história, pela forma como se deu a profissionalização da área, e, consequentemente, pela exclusão e invisibilização paulatina das mulheres atuantes. Para tanto, se embasa na literatura a respeito da história da tecnociência, na história da computação, nos estudos em Ciência, Tecnologia e Sociedade, e nos estudos de gênero. A abordagem metodológica utilizada nesta pesquisa é a de entrevistas, por meio das quais algumas mulheres — estudantes e professoras dos cursos de computação da Universidade Tecnológica Federal do Paraná — puderam externar suas vivências, preocupações, e percalços pelos quais passam ou passaram como minoria em cursos tão marcados por estereótipos de gênero, como é o caso dos cursos de Computação. A intenção destas entrevistas é verificar na prática se os estudos a respeito das mulheres na tecnociência se confirmam no contexto específico da Universidade Tecnológica Federal do Paraná. / This work presents a study on gender relations in Computing. Based on the literature, we assume that Computing has been historically build around the normative notion of masculinity, so it propagates stereotypes that are highly effective in maintaining the barriers that hinder the full participation of women and other minorities. These barriers are illustrated by studies in its history, by the way that the professionalization of the area has been made, and hence the gradual exclusion and invisibility of the active women. To do so, this work was grounded in the literature on the history of technoscience, on the history of Computing, on the studies on Science, Technology and Society, and on gender studies. The methodological approach used in this research was the interview, through wich some women — students and professors of Computing courses at Federal Technological University of Paraná — could express their experiences, concerns, and mishaps through which they pass or passed as a minority in courses as marked by gender stereotypes, such as courses in Computing. The intent of these interviews is to verify in practice the studies concerning women in technoscience are confirmed in the specific context of the Federal Technological University of Paraná.

One gender related issue addressed in the Education and Training Policy of Tanzania is the thrust to ensure that gender equality prevails in the schooling process. One way of implementing gender equality is the elimination of gender role stereotyping in school textbooks. Tanzania scholarship on gender shows that there is knowledge gap on how gender roles are depicted in textbooks. Furthermore there are no adequate mechanisms to ensure the production of textbooks that are free from gender stereotyping. Based on a Liberal Feminist Framework, the study using content analysis method has examined the extent to which gender roles had been portrayed in the 40 textbooks in the six subjects taught in Tanzanian government primary schools. Further, employing interviews, the study examined mechanisms instituted by the Ministry of Education and Culture (MOEC) and Publishers to ensure that the production of textbooks is not gender biased. The findings of this study include the following:  Female compared to male characters were being under represented in:  Frequency of appearance and power related aspects such as leadership, ownership of property and association with technology,  leisure and sports activities;  The depiction of reproductive and productive roles is biased into traditional femininity and masculinity;  Gender biased language is minimal; and  Personality traits are differentiated between traditional masculinity and femininity groupings; and  The mechanisms to eliminate gender stereotyping in producing textbooks are inadequate as the emphasis is on producing textbooks that matched with the official curriculum. The Hidden Curriculum Theory and the corresponding Social Learning Theory instruct that gender biased hidden messages in textbooks are acquired by students through socialization. Gender biased hidden messages have the negative impact of creating a society that disrespects gender equality. While both boy and girl learners are negatively affected by these messages, girls are more affected in not building positive self-esteem, have less career options and few role models. The study concludes with recommendations to stakeholders in textbooks production to produce non-sexist textbooks. The recommendations are intended to generate awareness on the importance of producing textbooks that are non-sexist. This is coupled with recommendations for further studies. / Educational Studies / D. Ed. (Comparative Education)

One gender related issue addressed in the Education and Training Policy of Tanzania is the thrust to ensure that gender equality prevails in the schooling process. One way of implementing gender equality is the elimination of gender role stereotyping in school textbooks. Tanzania scholarship on gender shows that there is knowledge gap on how gender roles are depicted in textbooks. Furthermore there are no adequate mechanisms to ensure the production of textbooks that are free from gender stereotyping. Based on a Liberal Feminist Framework, the study using content analysis method has examined the extent to which gender roles had been portrayed in the 40 textbooks in the six subjects taught in Tanzanian government primary schools. Further, employing interviews, the study examined mechanisms instituted by the Ministry of Education and Culture (MOEC) and Publishers to ensure that the production of textbooks is not gender biased. The findings of this study include the following:  Female compared to male characters were being under represented in:  Frequency of appearance and power related aspects such as leadership, ownership of property and association with technology,  leisure and sports activities;  The depiction of reproductive and productive roles is biased into traditional femininity and masculinity;  Gender biased language is minimal; and  Personality traits are differentiated between traditional masculinity and femininity groupings; and  The mechanisms to eliminate gender stereotyping in producing textbooks are inadequate as the emphasis is on producing textbooks that matched with the official curriculum. The Hidden Curriculum Theory and the corresponding Social Learning Theory instruct that gender biased hidden messages in textbooks are acquired by students through socialization. Gender biased hidden messages have the negative impact of creating a society that disrespects gender equality. While both boy and girl learners are negatively affected by these messages, girls are more affected in not building positive self-esteem, have less career options and few role models. The study concludes with recommendations to stakeholders in textbooks production to produce non-sexist textbooks. The recommendations are intended to generate awareness on the importance of producing textbooks that are non-sexist. This is coupled with recommendations for further studies. / Educational Studies / D. Ed. (Comparative Education)