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Previous issue date: 2015-03-04 / This thesis has as its general theme gender socialization in childhood and as its specific theme the socialization of boys and girls in early childhood education, assessing the construction and reproduction of gender roles at a school in the State of Rio Grande do Sul, Brazil. The framework adopted, and converted into the general objective of this research, analyzes how teachers understand the concept of gender and handle issues related to gender and sexuality in the socialization of girls and boys (aged 5 to 8) in that school environment. Methodologically, we chose a qualitative approach, an exploratory descriptive study, combining a number of procedures. The centrality of the analysis, however, focuses on the interviews conducted with three teachers, responsible for the formal education of the children who comprise the three initial groups of the new 9-year Elementary School curriculum in Brazil. The theoretical and methodological support necessary for this investigation consists of reviewing the concepts of gender and childhood according to a feminist perspective, aiming at associating the knowledge produced by the Gender Studies with the theoretical basis of the Sociology of
Education. The use of gender as an analytic category is essential in this study, since it allows a particular reflection about the differentiated practices and discourses applied to the education of girls and boys, nuances which could not possibly be detected without the adequate appropriation of such concept. The empirical examination was conducted based on the studies proposed by Pierre Bourdieu, who delved into the mechanisms behind reproduction in the educational system, linking that perspective to his Masculine Domination theory. Such interpretive frame problematizes the socialization of girls and boys according to the optics of the relations of power and domination which cross them, promoting the adequacy to senses of gender which are transmitted to them from instances such as family, church and school. Although the school investigated here is in formal consonance with the national directives which determine the application of gender content in the official curriculum, the preliminary results point to a scenario in which the teacher?s preparation does not address the contents of such matrix, actually omitting approaches related to gender and sexuality in the early childhood educational context. / A presente disserta??o trabalha como tema geral a socializa??o de g?nero na inf?ncia e, como
tema espec?fico, a socializa??o de meninas e meninos na educa??o infantil avaliando a
constru??o e reprodu??o dos pap?is de g?nero em uma escola no interior do Rio Grande do
Sul. O recorte adotado, e convertido em objetivo geral da pesquisa, examina como o corpo
docente compreende o conceito de g?nero e administra quest?es relacionadas a g?nero e
sexualidade na socializa??o de meninas e meninos (faixa et?ria de 5 a 8 anos) no referido
ambiente escolar. Metodologicamente, optou-se por uma abordagem qualitativa, estudo de
cunho explorat?rio e de natureza descritiva, a combinar uma s?rie de procedimentos. A
centralidade das an?lises, contudo, focaliza as entrevistas realizadas com tr?s professoras,
respons?veis pela educa??o formal das crian?as que integram as tr?s turmas iniciais do novo
curr?culo de nove anos previsto para o Ensino Fundamental. Os aportes te?rico-metodol?gicos
necess?rios ? presente investiga??o consistem em revisar os conceitos de g?nero e inf?ncia
segundo uma perspectiva feminista, articulando assim o conhecimento produzido no ?mbito
dos Estudos de G?nero ?s bases te?ricas da Sociologia da Educa??o. O uso do g?nero como
categoria anal?tica ? essencial para o estudo realizado, uma vez que permite uma reflex?o
particular sobre as pr?ticas e os discursos diferenciados aplicados ? educa??o de meninas e
meninos, nuances que possivelmente n?o seriam detectadas sem a adequada apropria??o desse
conceito. O exame emp?rico foi conduzido ? luz dos estudos propostos por Pierre Bourdieu,
que aprofundou os mecanismos existentes por tr?s da reprodu??o no sistema de ensino,
aliando essa abordagem ? sua teoria sobre a domina??o masculina. Tal quadro interpretativo
problematiza a socializa??o de meninos e meninas segundo a ?tica das rela??es de poder e
domina??o que as atravessam, promovendo a adequa??o a sentidos de g?nero que lhes s?o
transmitidos a partir de inst?ncias como fam?lia, igreja e escola. Em que pese a escola
investigada esteja em conson?ncia formal com as diretrizes nacionais que determinam a
aplica??o dos conte?dos de g?nero no curr?culo oficial, os resultados preliminares sinalizam
para um cen?rio cuja forma??o docente n?o contempla conte?dos dessa matriz, omitindo
abordagens relativas a g?nero e sexualidade no contexto educacional infantil.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/6253 |
| Date | 04 March 2015 |
| Creators | Giongo, Marina Grandi |
| Contributors | Azevedo, Rodrigo Ghiringhelli de |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Ci?ncias Sociais, PUCRS, Brasil, Faculdade de Filosofia e Ci?ncias Humanas |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | -7367027085764623952, 600, 600, 600, -4398000523014524731, -7650993349275569678 |
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