Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-12-13T11:44:29Z No. of bitstreams: 1 Maria Nazareth Moreira Vasconcelos.pdf: 1540894 bytes, checksum: 163b273c414a61f7b4b9fc3c4d62295e (MD5) / Made available in DSpace on 2018-12-13T11:44:29Z (GMT). No. of bitstreams: 1 Maria Nazareth Moreira Vasconcelos.pdf: 1540894 bytes, checksum: 163b273c414a61f7b4b9fc3c4d62295e (MD5) Previous issue date: 2018-10-26 / This research was carried out with the objective of critically analyzing the possible consequences of a proposal of teacher training in the discourses related to gender relations and intersectionalities. The realization of this study is justified by the perception of the difficulty of society, and consequently of the school, in dealing with the diversities, especially those that originate in the different identities of gender and sexual orientations. Gender relations are socially constructed and therefore permeated by power relations, causing differences to generate inequalities and result in violence against women and against LGBTI people, who historically have their rights denied. In this context, black, poor and subalternized girls, women and LGBTI people suffer from male chauvinist, but also from other types of oppression, which makes it necessary to use gender as a category of analysis from the perspective of intersectionality, to understand how diverse types of oppression operate simultaneously on people's lives. The school carries within itself the possibility of combating prejudice and the inequalities produced historically, but for this it is imperative that educators be trained to look strangely at instituted stereotypes. Based on this, the formative meetings were held and were constituted as object of analysis of this research, with professionals from two municipal schools of Elementary School of São Paulo. The training proposal was elaborated based on the ideas of authors who think about teacher education in a critical and reflexive perspective, as well as on the assumptions of the Social-Historical-Cultural Activity Theory, the fruit of the works of Vygotsky (1934/2007), Leontiev (1978/2004) and Engeström (1987). Gender and intersectionality studies have also been taken as the basis for how gender inequalities have been / are produced. The methodology used was that of the Collaborative Critical Research, which attributes to language the mediating and constitutive role of human relations and has the premise of dialogue and commitment to the transformation of reality. The data were produced through three procedures: questionnaires delivered to the participants; collection of census data in electronic portals and institutional documents of schools and transcription of the recording of training meetings. The analysis of the data was based on the actions of describing, informing, confronting and reconstructing, pertinent to the reflective process. The main results showed that it is possible for a formation to cause changes in the discourses of educators about gender relations and intersectionalities, making them understand the role of the school in the fight against prejudice, racism and LGBTIphobia. It was possible to realize, however, that it is necessary to offer a training that also allows the experience of concrete activities and not only the discussion of ideas, so that people feel more mobilized to carry out activities with the theme of the training in the classroom, thus becoming real agents of change / Esta pesquisa foi realizada com o objetivo de analisar criticamente os possíveis desdobramentos de uma proposta de formação docente nos discursos referentes às relações de gênero e interseccionalidades. A realização deste estudo justifica-se pela percepção da dificuldade da sociedade, e consequentemente da escola, em lidar com as diversidades, em especial as que se originam nas diferentes identidades de gênero e orientações sexuais. As relações de gênero são construídas socialmente e, portanto, permeadas por relações de poder, fazendo com que as diferenças gerem desigualdades e resultem em violência contra as mulheres e contra pessoas LGBTI, que historicamente têm seus direitos negados. Nesse contexto as meninas, mulheres e pessoas LGBTI negras, pobres e subalternizadas sofrem com o machismo, mas também com outros tipos de opressão, o que faz com que seja necessário utilizar gênero como uma categoria de análise na perspectiva da interseccionalidade, para compreender como diversos tipos de opressão operam simultaneamente sobre a vida das pessoas. A escola carrega em si a possibilidade de combater o preconceito e as desigualdades produzidas historicamente, mas para isso é imprescindível que educadores e educadoras sejam formados/as para olhar com estranheza para estereótipos instituídos. Com base nisso foram realizados os encontros formativos que se constituíram como objeto de análise desta pesquisa, com profissionais de duas escolas municipais de Ensino Fundamental de São Paulo. A proposta de formação foi elaborada pautando-se nas ideias de autores e autoras que pensam a formação docente em uma perspectiva crítica e reflexiva, bem como nos pressupostos da Teoria da Atividade Sócio-Histórico-Cultural, fruto dos trabalhos de Vygotsky (1934/2007), Leontiev (1978/2004) e Engeström (1987). Foram tomados como base também os estudos de gênero e interseccionalidades, que deflagram como as desigualdades de gênero foram/são produzidas. A metodologia utilizada foi a da Pesquisa Crítica de Colaboração, que atribui à linguagem o papel mediador e constitutivo das relações humanas e tem a premissa do diálogo e do estabelecimento de compromisso com a transformação da realidade. Os dados foram produzidos por meio de três procedimentos: questionários entregues às pessoas participantes; coleta de dados censitários em portais eletrônicos e nos documentos institucionais das escolas e transcrição da gravação dos encontros formativos. A análise dos dados se baseou nas ações de descrever, informar, confrontar e reconstruir, pertinentes ao processo reflexivo. Os principais resultados mostraram que é possível uma formação causar mudanças nos discursos de educadores e educadoras acerca das relações de gênero e interseccionalidades, fazendo com que compreendam o papel da escola no combate aos preconceitos, ao racismo e à LGBTIfobia. Foi possível perceber, no entanto, que é necessário oferecer uma formação que viabilize também a vivência de atividades concretas e não somente a discussão de ideias, para que as pessoas se sintam mais mobilizadas a realizarem atividades com a temática da formação em sala de aula, transformando-se, assim, em verdadeiros/as agentes de mudança

This study was prompted by the researcher’s concern that the gender equity imperative within the Constitution of the Republic of South Africa, Act 108 of 1996, and within national curriculum policy in South Africa is being sidelined in school History teaching for various reasons, the most significant of which is argued to be lack of awareness of the constitutive nature of discourse within language. The main aim of the study is to investigate whether a feminist post-structuralist approach to History teaching, which focuses on multiple perspectives and open interpretation, within the framework of six key aspects of critical media education, can open up space for female voices of the past and present in order to reconstruct realist historical narratives. The literature review reflects research relating to theories which have been seminal in the development of feminist post-structuralism. The qualitative research design entails a data collection instrument which focuses on denotative and connotative analysis of textual samples selected from Grade 10 schools History textbooks used for this investigation. Data collection relates to content analysis, narrative theory, textually-oriented discourse analysis, and gender-biased language with regard to images and print. To establish the category into which each textual sample falls, individual data counts have been undertaken. A detailed analysis process reveals that all nine of the textual samples are of the conforming type which do not question patriarchal gender construction.The study offers suggestions regarding the implementation of feminist post-structuralist strategies within the context of Grade 10 outcomes-based History teaching, which is compliant with South Africa’s national curriculum policy. Notwithstanding the gaze upon the problematising of discursive gender representation in Grade 10 History teaching resources used in South African public schools, this study argues that the results have wide application across grades, levels, learning areas and subjects which are part of South Africa’s national curriculum. The researcher therefore suggests that this study offers a positive contribution to equitable gender relations in the History classroom, in education generally, and in South Africa as a whole. / Didactics / D. Ed.

Institute for Gender and Youth Studies / MGS

1 online resource (xiii, 212 leaves) / DEd / Department of Educational Management / The study sought to evaluate the extent to which the affirmative action policy on the accelerated promotion of women to senior educational management positions has created opportunities for women. The policy was promulgated and implemented in 1995 with the sole purpose of achieving gender parity between men and women in educational management positions. The study was prompted by the underrepresentation of women in senior educational management positions in Matabeleland South province in Zimbabwe against the existence of an affirmative action policy which aimed at increasing the number of women in educational management positions. The study interrogated the effectiveness of the affirmative action policy in creating opportunities for women advancement to senior educational management positions, the challenges experienced by female teachers in ascending to leadership positions, the challenges faced by women in educational management positions, the unintended outcomes and the leadership qualities of women. The study employed a case study design, the qualitative approach and the convenience sampling procedure was used to select study participants. Teachers participated in the study through the focus group discussion while heads of schools, education officers, district education officers and members of the provincial education directorate were engaged through individual interviews. The study revealed that the affirmative action policy on the accelerated promotion of women to senior educational management positions was in place, though not effective because female and male candidates to educational management positions were competing on an equal basis in terms of educational qualifications, experience, and length of service, interview score and the performance rating. Women applicants only supersede their male counterparts in cases where there is a tie after all the above considerations have been made. This approach was found disadvantaging women who in general lack experience and educational qualifications in comparison to their male counterparts hence to date women remain underrepresented in educational management positions in Matabeleland South. The study revealed that women aspiring to ascend to educational management positions lacked family/spouse support and ambitions / confidence to apply for leadership positions. Socio-cultural practices, negative male attitudes about women leadership also constrained women’s v rise to leadership positions. Women in leadership positions face resistance from their subordinates and from members of the greater community who are used to be led by male leaders. The study found that the policy has a labelling effect on women promoted on such policies, it has created disharmony in families as women take their headship portfolios home. Furthermore the study established that home –work conflict causes stress on women in educational management positions .Women were found to be hard workers, less corrupt and produce better results than their male counterparts but are emotionally unstable, use autocratic leadership styles and do not take quality decisions. The study recommended that the Civil Service Commission revise, and disseminate the affirmative action policy so as to increase stakeholders’ awareness so that it can benefit the women, promote more women to headship positions so as to act as role models for other female teachers. The study proposed a model of leadership development in women by creating an enabling environment at home, school, society, and church and government level for gender equality as a pre requite for developing self confidence in the girl child and later in women

Patriarchal male power is a fundamental issue that explains the reason for gender-based violence (GBV) as well as societies acceptance of it. Social and cultural forces shape behaviour in society. A patriarchal mindset and power relations influence behaviour towards GBV as a means of controlling women in society. These societal norms are reflected in schools, which are supposed to be havens of safety but seem to allow for and perpetuate societal GBV, increasing girls’ risk of being sexually abused at school and making school unsafe sites. Even though extensive intervention and prevention strategies have been legislated and implemented, statistics indicate that the prevalence of GBV and HIV/AIDS have not decreased in adolescents. Policies and strategies are currently still failing to help youth be less vulnerable to GBV. This study worked with adolescents, aiming to place them at the centre of the problem and of the solution, by conducting research in two rural schools in KwaZulu-Natal. The participants were grade 9 learners (adolescents) attending these schools, who were given the opportunity to explore problems regarding GBV experienced in their schools and to find possible solutions that they can implement themselves in order to curb or address GBV in their schools. A qualitative approach was used, working in a critical paradigm, allowing the participants to be a voice of change in a socially destructive situation. A purposive sample of 30 learners (boys and girls) provided information-rich data. The methodology used was participatory video, and learners simulated examples of GBV at school as well as solutions to them. The research process of producing the participatory videos was an intervention in itself. Three themes emerged from the findings, indicating that: girls’ bodies are sites for GBV in unsafe schools; men who are stereotypically seen as the protectors of society are in fact the perpetrators of GBV through low-level sexual harassment, intimate partner violence and educator sexual misconduct; and learners have a sound understanding of how to address GBV in school and show agency by clearly indicating their disapproval, reporting misconduct, speaking out about the problem in assembly and forming support groups to provide invaluable assistance to each other. This has implications for dealing with learners’ safety at school, and recommendations are made regarding learners’ safety. These include involving the whole community, and endorsing a “safe school” plan with effective school policies and adequate safety and security measures to protect learners (and, more specifically, girls). In order to address patriarchy, recommendations include supportive educator involvement, guidelines for educator misconduct, school counsellor involvement, appropriate sex education and workshops on appropriate male behaviour. Although learners had a sound understanding of what can be done to address GBV in school, it is also recommended that parents, police and health care providers become more involved and that educational programmes, such as peer education, are incorporated. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

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.

Esta dissertação tem por objetivo geral compreender como se dão as relações de gênero na educação profissional, tendo por base a realidade educacional do Instituto Federal do Paraná – IFPR. O espaço, onde se dão as relações sociais e econômicas em que as instituições de ensino estão inseridas, é dinâmico está em constantes transformações, o que indica diversos desafios ao processo educacional. É nesse processo que reside a potencialidade da escola em se instituir como o locus privilegiado, em potencial para mudanças, bem como constituir-se como um lugar em que muitas vezes se manifestam as desigualdades, levando-se em consideração, particularmente, a discussão a que se propõe neste trabalho: as desigualdades de gênero. É nesse espaço que se busca o desenvolvimento desta pesquisa. Ao se pretender o diálogo entre gênero e educação profissional e tecnológica, tem-se em vista a discussão sobre a educação escolar, especialmente direcionando nosso olhar ao ensino médio profissional e técnico; recorremos as suas Diretrizes Curriculares, nas quais evidencia-se que a educação profissional é, antes de tudo, educação. Assim sendo, rege-se pelos princípios explicitados na Constituição Federal e na Lei de Diretrizes e Bases da Educação Nacional. Tendo em vista esse contexto, a intenção é de perceber de que forma as questões de gênero fazem parte do cotidiano escolar, e, a partir da percepção de estudantes matriculadas/os nos cursos de Técnico em Mecânica e Técnico em Processos Fotográficos, compreender se elas/eles identificam ou não desigualdades de gênero no seu percurso formativo. Como caminho metodológico, pontuamos a abordagem qualitativa como referência, e, além da busca por referenciais teóricos que guiem a discussão sobre as relações de gênero e educação, utilizou-se como técnica de pesquisa a entrevista semiestruturada, aplicada a vinte e quatro (24) estudantes dos referidos cursos; destas/es, doze (12) em cada curso e doze (12) de cada sexo. A escolha das/os entrevistadas/os foi aleatória e de acordo com o interesse em participar da pesquisa, buscando-se preservar a divisão igualitária entre mulheres e homens. Os resultados da pesquisa apontam que as questões de gênero estão imbricadas em todo o processo educativo do IFPR. Elas são naturalizadas e não questionadas, manifestam-se especialmente por meio de brincadeiras e piadas, restando a falsa impressão de não existir desigualdades de gênero nesse espaço. / Based on the educational reality of the Instituto Federal do Paraná (IFPR), this master’s degree dissertation aims to understand how gender relations work in a professional education environment. The school – where the social and economic relations take place – is constantly changing, which indicates many challenges to the educational process. The potential of the school to establish itself as a privileged locus, with power to make changes, resides in these spaces, as well as the possibility of being a place where inequalities are often manifested, especially considering the discussion proposed by this study: gender inequalities. The development of this research is sought in these places. Intending to reach a dialogue between gender and technological professional education, we consider the discussion about formal education, directing our analysis particularly to the professional and technical high school. We resorted to their Curriculum Directives, which points that professional education is, first of all, education. Therefore, this type of education is ruled by the principles brought by the Federal Constitution and the Law of Directives and Bases of National Education. Considering this context, our intention is to analyse how matters of gender take place at the daily school routine, and to understand, from the perception of the students registered in Mechanical Technician and Photographic Processes Technician, if they identify gender inequalities in their educational journey. As our methodological path, we point a qualitative approach as reference. In addition to our quest for theoretical references that could guide the discussion about gender relations and education, we used semi-structured interviews as a searching technique. The interviews were applied to twenty four (24) students from the mentioned classes; twelve (12) from each class and twelve (12) of each gender. The interviewees were randomly chosen and according to their interest to participate in the study, preserving an equal division between women and men. The results of the study show that the matters of gender are tightly interwoven to the IFPR educational process. These issues are naturalized and not questioned, they appear in the form of jokes, leaving the deceiving impression that gender inequalities do not exist in those environments.

Esta dissertação tem por objetivo geral compreender como se dão as relações de gênero na educação profissional, tendo por base a realidade educacional do Instituto Federal do Paraná – IFPR. O espaço, onde se dão as relações sociais e econômicas em que as instituições de ensino estão inseridas, é dinâmico está em constantes transformações, o que indica diversos desafios ao processo educacional. É nesse processo que reside a potencialidade da escola em se instituir como o locus privilegiado, em potencial para mudanças, bem como constituir-se como um lugar em que muitas vezes se manifestam as desigualdades, levando-se em consideração, particularmente, a discussão a que se propõe neste trabalho: as desigualdades de gênero. É nesse espaço que se busca o desenvolvimento desta pesquisa. Ao se pretender o diálogo entre gênero e educação profissional e tecnológica, tem-se em vista a discussão sobre a educação escolar, especialmente direcionando nosso olhar ao ensino médio profissional e técnico; recorremos as suas Diretrizes Curriculares, nas quais evidencia-se que a educação profissional é, antes de tudo, educação. Assim sendo, rege-se pelos princípios explicitados na Constituição Federal e na Lei de Diretrizes e Bases da Educação Nacional. Tendo em vista esse contexto, a intenção é de perceber de que forma as questões de gênero fazem parte do cotidiano escolar, e, a partir da percepção de estudantes matriculadas/os nos cursos de Técnico em Mecânica e Técnico em Processos Fotográficos, compreender se elas/eles identificam ou não desigualdades de gênero no seu percurso formativo. Como caminho metodológico, pontuamos a abordagem qualitativa como referência, e, além da busca por referenciais teóricos que guiem a discussão sobre as relações de gênero e educação, utilizou-se como técnica de pesquisa a entrevista semiestruturada, aplicada a vinte e quatro (24) estudantes dos referidos cursos; destas/es, doze (12) em cada curso e doze (12) de cada sexo. A escolha das/os entrevistadas/os foi aleatória e de acordo com o interesse em participar da pesquisa, buscando-se preservar a divisão igualitária entre mulheres e homens. Os resultados da pesquisa apontam que as questões de gênero estão imbricadas em todo o processo educativo do IFPR. Elas são naturalizadas e não questionadas, manifestam-se especialmente por meio de brincadeiras e piadas, restando a falsa impressão de não existir desigualdades de gênero nesse espaço. / Based on the educational reality of the Instituto Federal do Paraná (IFPR), this master’s degree dissertation aims to understand how gender relations work in a professional education environment. The school – where the social and economic relations take place – is constantly changing, which indicates many challenges to the educational process. The potential of the school to establish itself as a privileged locus, with power to make changes, resides in these spaces, as well as the possibility of being a place where inequalities are often manifested, especially considering the discussion proposed by this study: gender inequalities. The development of this research is sought in these places. Intending to reach a dialogue between gender and technological professional education, we consider the discussion about formal education, directing our analysis particularly to the professional and technical high school. We resorted to their Curriculum Directives, which points that professional education is, first of all, education. Therefore, this type of education is ruled by the principles brought by the Federal Constitution and the Law of Directives and Bases of National Education. Considering this context, our intention is to analyse how matters of gender take place at the daily school routine, and to understand, from the perception of the students registered in Mechanical Technician and Photographic Processes Technician, if they identify gender inequalities in their educational journey. As our methodological path, we point a qualitative approach as reference. In addition to our quest for theoretical references that could guide the discussion about gender relations and education, we used semi-structured interviews as a searching technique. The interviews were applied to twenty four (24) students from the mentioned classes; twelve (12) from each class and twelve (12) of each gender. The interviewees were randomly chosen and according to their interest to participate in the study, preserving an equal division between women and men. The results of the study show that the matters of gender are tightly interwoven to the IFPR educational process. These issues are naturalized and not questioned, they appear in the form of jokes, leaving the deceiving impression that gender inequalities do not exist in those environments.

The current study investigated relationships that may be crucial to women's decisions to persist in math and science-related college majors.

MGS / Institute for Gender and Youth Studies / Gender mainstreaming has been adopted as a strategy for promoting gender equality in institutions of higher learning worldwide, and not least in Africa. There are perceptions that most strategic higher positions in institutions of Higher learning are dominated by men while women are marginalized. This study therefore explored Gender Mainstreaming in institutions of higher learning. In particular, the study was based at a rural university in Limpopo, South Africa. The study was based on a Feminist Theoretical Framework, where a mixed method approach was embarked upon. The study involved a population of 840 participants who were sampled to 84. Purposive sampling was used to select 9 participants who were interviewed and stratified sampling was used to select a sample of 75 participants who were given questionnaires. The findings of the study are as follows: Males at the University of Venda continue to occupy higher echelons of power. Women continue to be under-represented in the positions of Deans, HODs, School Administrators and Directors. The university has strategies in place for female staff to acquire equal representation in senior management positions. Factors hindering the implementation of the 50/50 parity on gender stem from the lack of commitment from top management, and the stereotyping of women’s roles. Some respondents indicated that they do not know of the gender policy at the University of Venda. The university uses the Employment Equity Act of 1998, but, it is not clear whether line managers are aware how it should be implemented. Gender mainstreaming policy is feasible. The study recommends that there should be more gender awareness activities such as workshops, conferences, and symposia for workers and staff members in order to sensitize them about gender mainstreaming.