Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2017-06-03T13:09:03Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Juliana Aparecida Zago.pdf: 3629734 bytes, checksum: f02db95585b84a1de3c04b6eb53d2660 (MD5) / Made available in DSpace on 2017-06-03T13:09:03Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Juliana Aparecida Zago.pdf: 3629734 bytes, checksum: f02db95585b84a1de3c04b6eb53d2660 (MD5) Previous issue date: 2016-12-01 / In accordance with the research theme, "Educational Institution: organization and management", of the Master of Education Program of the University of West São Paulo, the purpose of this research paper is to study how pedagogical practices are developed with regard to gender relations in a preschool. Our specific objectives are: to understand the perception preschool teachers have of gender relations and how these perceptions permeate pedagogical planning; to determine whether the proposed pedagogical activities for children contribute to the construction of social gender differences between boys and girls; and to identify possible gender transgressions presented by the children themselves. With the support of poststructuralist gender studies, we conducted an ethnographic case study. Through participant observation, a research journal, group conversations with the children, photographic records and semi-structured interviews with teachers and administrators, we identified the relationships between the teachers’ knowledge, gender and power. These relationships permeate the organization of pedagogical practices within preschool education. We elaborated our analysis from three points of interest: 1) understanding gender and its relationships from the educators’ perspective; 2) gender and the organization of schoolwork, as well as the use of the physical learning environment; 3) resistance and transgressions: expanding the meaning of masculinity and femininity. Pedagogical practices, if they remain unchecked, promote an education which in general separates male and female spheres. This separation begins with culturally formulated discourses which are sexist and institute ways to classify subjects. The absence of teacher training with regard to gender impacts the current education scenario. This professional unpreparedness can cause conceptual conflicts and lead teachers to incorporate personal values in their pedagogical practices. However, we noticed that even in a normalizing environment, children subvert the rules and create innovative ways to establish relationships with the world and with others. / Vinculada à linha de pesquisa “Instituição educacional: organização e gestão” do Programa de Mestrado em Educação da Universidade do Oeste Paulista, a presente pesquisa propõe averiguar como é desenvolvido o trabalho pedagógico em uma instituição de educação infantil no que se refere às relações de gênero. Como objetivos específicos buscamos: compreender qual a percepção dos professores de educação infantil sobre as relações de gênero e como elas perpassam o planejamento pedagógico; identificar se as atividades pedagógicas propostas para as crianças contribuem para a construção das diferenças sociais de gêneros entre meninos e meninas; e observar quais as possíveis formas de transgressão no binário de gênero elaboradas pelas próprias crianças. Com o aporte dos estudos de gênero de inclinação pós-estruturalista, realizamos um estudo de caso de aproximações etnográficas. Através da observação participante, diário de campo, rodas de conversas com as crianças, registros fotográficos e entrevistas semiestruturadas com docentes e gestora, problematizamos as relações entre saberes docentes, gênero e poder que perpassam a organização do trabalho pedagógico na educação infantil. As análises foram elaboradas a partir de três eixos problematizadores: 1) a compreensão de gênero e suas relações na perspectiva dos educadores; 2)gênero e organização do trabalho escolar e ocupação dos espaços físicos da escola; 3) resistências e transgressões: ampliando a significação de masculinidade e feminilidade. A prática pedagógica, quando não problematizada, promove uma educação voltada para a separação do universo feminino e masculino, sobretudo, a partir de discursos sexistas culturalmente formulados que instituem formas de classificar os sujeitos. A falta de formação relacionada às questões de gênero impacta no cenário atual da educação, no qual este despreparo profissional pode gerar conflitos sobre conceitos, levando as docentes a agregarem valores pessoais na prática pedagógica. Todavia, percebemos que mesmo em um ambiente normalizador, as crianças subvertem as normas e criam formas inovadoras de estabelecer relações com o mundo e com os outros.

In 1964, the Swedish parliament decided on a reformed student finance system with a combination of student grants and student loans. In this paper, the creation of two specific parts of the student finance system are analyzed using the gender contract model of Yvonne Hirdman. The regulations for the payment and repayment of student loans were first formulated in line with the gender equality contract, but were later adapted to the housewife contract. After another turnaround, the committee Studiesociala utredningen favored the gender equality contract in principle, but not fully in practice. The committee proposed and the parliament approved a system based on “Women’s Two Roles”: married women with academic degrees were expected to be housewives during the children’s upbringing, but should thereafter be encouraged to return to professional work.

Magister Artium - MA / The study of gender is crucial for the achievement and sustainability of the democratic ethos in Southern Africa. The substantial·literature in this field attests· to this notion1 '. It could help us understand why certain gender stereotypes are viewed by societies as given.rat could also help us explain such problems as the unequal representation in most political structures, and the gendered labour system!. In addition, as the quotation a~ove suggests, the way we talk has gender connotations of which most people are unaware. Many males however, distance themselves from public debates on gender issues on the grounds that gender is about women.

[pt] Essa pesquisa pretendeu refletir sobre como a temática de gênero é abordada nos documentos curriculares PCN e PCN+ do ensino fundamental e médio. Em primeiro lugar me aprofundo na literatura dos estudos de gênero e do currículo, buscando perceber como esses dois campos se cruzam, objetivando identificar como as questões relativas ao gênero e a sexualidade, transformaram-se num tema da área curricular. Em seguida, na apreciação crítica dos dados, baseada principalmente na metodologia da análise documental e análise de conteúdo, problematizo os PCN e PCN+ procurando compreender como a temática de gênero é discutida, tentando identificar qual o seu lugar dentro dos documentos. As principais conclusões da pesquisa são: (1) o conceito de gênero revelado na análise dos documentos está marcado por uma concepção que favorece a dicotomia entre natureza (sexo) e cultura (gênero); (2) os documentos curriculares apresentam uma perspectiva higienista sobre a sexualidade e o corpo, com forte ênfase na prática do sexo seguro; (3) as mulheres – enquanto sujeitos históricos e categoria analítica – estão invisibilizadas nos textos dos PCN e dos PCN+. / [en] This research intended to reflect on how the gender issue is addressed in the curriculum documents NCPandNCP + elementary and middle school . Firstly I delve into the literature of gender studies and curriculum, seeking to understand how these two fields intersect in order to identify how issues relating to gender and sexuality became a topic of curriculum area. Then, the critical assessment of the data, primarily based on the methodology of document analysis and content analysis and questioning the NCP and NCP + trying to understand how the issue of gender is discussed, trying to identify what their place within the documents. The main conclusions of the research are: (1) the concept of gender revealed in the analysis of the documents is marked by a design that favors the dichotomy between nature (sex) and culture (gender), (2) curriculum documents have a hygienist perspective on sexuality and the body, with a strong emphasis on the practice of safe sex and (3) women - as subjects historical and analytical category - are in the texts of the NCP and NCP +.

Ce travail de thèse a pour objectif d’examiner les conséquences du contexte scolaire actuel, marqué par la meilleure réussite scolaire des filles par rapport aux garçons (e.g., OECD, 2015 ; Voyer & Voyer, 2014), sur la perception que les élèves ont de l’école et des relations de genre dans le contexte scolaire. Notre hypothèse de départ est que la supériorité académique des filles qui caractérise actuellement le paysage scolaire pourrait amener les garçons à adopter une vision zéro-sum des relations de genre à l’école. Autrement dit, les garçons seraient susceptibles de penser que la réussite scolaire des filles se fait à leurs dépens. Nous postulons également que cette vision compétitive de l’école et des relations filles-garçons pourrait avoir des conséquences délétères sur la réussite scolaire des garçons, suggérant ainsi un mécanisme de maintien des inégalités de réussite scolaire en faveur des filles. L’étude princeps n°0 met en évidence, en accord avec notre hypothèse, que les collégiens (mais pas les collégiennes) adhèrent plus fortement aux croyances zéro-sum dans un contexte menaçant de réussite scolaire des filles par rapport à un contexte de réussite des garçons ou à une condition de contrôle. Il apparaît cependant qu’au lycée le contexte a un impact uniquement sur les croyances zéro-sum des filles (étude 1) alors qu’à l’université il influence les croyances des filles et des garçons (étude 2). La littérature sur la perspective zéro-sum montrant que le contexte a généralement un impact sur les groupes de haut statut uniquement (e.g., Wilkins, Wellman, Babbitt, Toosi & Schad, 2015), nous explorons ensuite l’hypothèse selon laquelle cette évolution de l’effet du contexte en fonction du niveau d’études des participant.e.s pourrait être liée à une évolution du statut académique perçu des filles et des garçons au cours du cursus scolaire. Les études 3 et 4 ont été conduites afin d’évaluer la perception que les élèves ont du statut académique des filles et des garçons à différents niveaux du cursus scolaire. Les résultats de ces deux études montrent que les filles sont globalement perçues comme ayant un statut académique supérieur à celui des garçons, bien qu’elles soient ensuite considérées comme ayant un statut professionnel inférieur aux hommes. La perception d’une supériorité académique des filles est plus marquée au lycée qu’au collège ou à l’université. Nous avons ensuite testé directement le rôle modérateur du statut académique dans l’effet du contexte sur les croyances zéro-sum et la performance des élèves. En manipulant le statut académique de l’endogroupe, l’étude 5 met en évidence que les individus de haut statut ont de moins bonnes performances dans un contexte de réussite de l’exogroupe par rapport à des contextes scolaires moins menaçants. Enfin, les résultats des études 6a et 6b montrent qu’alors que les collégien.ne.s (étude 6b) comme les lycéen.ne.s (étude 6a) attribuent un statut académique supérieur aux filles, la réaction des élèves face à la réussite de l’exogroupe varie selon leur âge. / The aim of the present research program is to examine the consequences of the current academic context, in which girls generally outperform boys (e.g., OECD, 2015; Voyer & Voyer, 2014), on students’ perception of school and gender relations in the academic context. Our main hypothesis is that girls’ academic superiority, which currently characterize the school context, could lead boys to endorse a zero-sum perspective of gender relations at school. In other words, boys are likely to think that girls’ academic achievement is made at their expense. We also hypothesize that this competitive approach of school and gender relations could have negative consequences on boys’ academic achievement, which could contribute to maintain gender inequalities in academic achievement favoring girls. The princeps study n°0 shows that, consistent with our hypothesis, middle-school boys (but not girls) are more likely to endorse gender zero-sum beliefs in a threatening context emphasizing girls’ academic achievement than in a less threatening context highlighting boys’ achievement or in a control condition. However, results of the two following studies reveal that school context only affects high-school girls’ beliefs (study 1) but influences both male and female students beliefs in university (study 2). As the literature on zero-sum perspective shows that the context generally has an impact on high-status group members only (e.g., Wilkins, Wellman, Babbitt, Toosi & Schad, 2015), we then explore the hypothesis that the evolution of the effect of school context depending of students’ school level might be related to an evolution of boys’ and girls’ perceived academic status. We conduct studies 3 and 4 in order to investigate students’ perception of the academic status of boys and girls at different school levels. The results show that overall girls are perceived to have a higher academic status than boys, even though that are then considered to have a lower professional status than men. The perception of girls’ academic superiority seems to be more important in high school compared to middle school or university. In the next chapter, we directly test if the academic status could moderate the impact of context on students’ endorsement of zero-sum beliefs and their performance. Manipulating the ingroup’s academic status, the results of study 5 show that high-status students underperform in a context emphasizing the outgroup’s success compared to less threatening contexts. Finally, studies 6a and 6b revealed that, even if middle-school (study 6b) and high-school students (study 6a) both attribute a higher academic status to girls, students’ reaction to outgroup’s success depend on their age. To conclude, this research work highlights the consequences girls’ academic superiority can have on how students perceive gender relations in the academic context, even though it does not seem to question the gender system in place in the society.

[pt] A presente pesquisa tem o propósito de analisar os conteúdos femininos presentes em O Tico-Tico. O recorte temporal, de 1905 a 1921, compreende a data de lançamento do impresso e o último ano de registro da Seção para meninas, espaço fixo destinado à promoção da educação doméstica. O Tico-Tico é considerada a primeira revista ilustrada infantil brasileira e a pioneira na publicação de histórias em quadrinhos dedicadas a este público específico. A sua criação está inserida no contexto de legitimação da nova ordem sociocultural republicana, no início do século XX. Os intelectuais-fundadores – Cardoso Júnior, Luis Bartolomeu de Souza e Silva, Manoel Bomfim e Renato de Castro - creditavam à imprensa infantil a capacidade de conformar comportamentos. Em consonância ao pensamento conservador, O Tico-Tico defendia que meninos e meninas, embora igualmente crianças, possuíam papéis sociais distintos. As meninas eram preparadas, desde a infância, para o casamento e à maternidade. E os meninos, dotados dos conhecimentos necessários para liderar a nação. O arcabouço teórico desta pesquisa engloba os conceitos de gênero e representação, caracterizados como construções sociais marcadas por relações de disputa de poder. A metodologia se constitui na análise documental de mais de 800 exemplares da revista O Tico-Tico, cujo acervo digitalizado pertencente à Hemeroteca Digital Brasileira da Fundação Biblioteca Nacional. / [en] The objective of the present research is to analyze the magazine O Tico-Tico in order to identify its female content. Its time frame, from 1905 to 1921, covers the launch of magazine and the ending of Seção para meninas, a section to promote housewifely formation. O Tico-Tico is the first brazilian illustrated children s magazine and the first of all to publish comic books dedicated to this specific audience. It was engaged in the project of consolidation and legitimation of a new social and cultural republican order. For this reason, its intellectual’s founders – Cardoso Júnior, Luis Bartolomeu de Souza e Silva, Manoel Bomfim e Renato de Castro - advocated that children`s magazine should promote standards of behaviors. In agreement with conservative thoughts, O Tico-Tico justified that boys and girls, although equally children, had different social roles. The girls should be early prepared form marriage and motherhood. The boys had the role to lead the nation. The methodology used was the document analysis of over 800 copies from O Tico-Tico, whose digitized collection belongs to Hemeroteca Digital Brasileira of Fundação Biblioteca Nacional.

Philosophiae Doctor - PhD / After a war of nearly two decades in the Acholi sub-region of northern Uganda many families and communities were physically, socially, economically and psychologically devastated. A myriad of other concomitant effects of the war such as distorted gender relations in households and undue exposure of vulnerable children to the menace of hazardous child labour manifest in the communities today. A plethora of non-government organisations has worked in the Acholi subregion trying to transform the communities after the war, but these challenges remain thus compromising social justice and the well-being of children.

This research is based on fieldwork that was carried out in the post-conflict villages of Adunu and Kom in the Acholi region of northern Uganda. It argues that a woman’s maintained access to customary land within these villages is determined not only by her sex and by provisions within Acholi customary law, but also by her marital and parental status as framed by patriarchal ideologies and power relations. It shows that if women wish to retain and hold on to land that is socially (and sometimes, legally) meant to be ‘theirs’, they must be prepared constantly to bargain and negotiate with either their husband, their husband’s lineage or their own natal clan. They must also conform to gendered norms concerning female behaviour, especially those that pertain to their sexuality and reproductive abilities. It is by adopting such strategies and, often, by making concessions, that they will be able to, in most cases, maintain access to land, particularly if land is in abundance. The thesis also shows that women’s food security is contingent on the gendered relations that they have and maintain with male family members and also on factors that are external, be these climate change or their ability to farm effectively. By looking at the relevance of gender relations in land access and food security, through a gender awareness lens and a feminist ethnography, this thesis provides a nuanced understanding of how women maintain access to customary land and how they can achieve food security, albeit within a male dominated system.

This thesis examines how different welfare state regimes affect gender relations by examining variations in welfare regimes and outcomes for women between Western European countries. The research seeks to understand how the diverse systems of social provision affect women: particularly with regard to their position in the labor market and in their ability to balance occupational and domestic work. Using a comparative, qualitative approach, I compare three Western European welfare states (Germany, the United Kingdom, and Sweden) to evaluate gender-relevant welfare policy with female employment rates, unemployment rates, and wage differentials. Welfare states and labor market policies affect outcomes for women because these policies influence and structure women's ability to enter paid labor and at the same time perform the majority of household labor and care work. To study the effect of welfare state variations upon women, I argue that a gender-focused model of welfare states is necessary. I borrow from Diane Sainsbury's (1996) framework establishing two contrasting ideal-types and combine this with Pascal and Lewis' (2004) gender equality model. Using this framework, I will assess whether my case studies vary around specific gender dimensions of variation including bases of entitlement, maternal and parental leave, pension, and the organization of care work. Preliminary findings align Germany and the United Kingdom with a male breadwinner gender model and Sweden with a dual-earner dual-carer model, although recent policy reforms in Germany and the United Kingdom oriented toward a Scandinavian welfare model may affect future gender outcomes. My research question hopes to uncover how welfare regimes and specific gender-relevant policies support or ignore women's labor force participation by reconciling work and home for women through an evaluation of gender-relevant outcomes for women. Systematically looking at the structure of welfare state provision and outcomes through a gender-relevant framework enhances our knowledge of the ways in which the varieties of gender regimes accommodate or perpetuate women's inequality in democracies.

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