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Previous issue date: 2017-12-15 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This doctoral thesis presents an intervention performed at schools to debate gender issues with children and their teachers, understanding the importance that these debates start to happen in childhood. In a qualitative research, with a feminist gender approach, we performed three researches: documentary analysis of children's books, intervention with children and interviews with school professionals, in addition to notes in the field diary. Our goal was to develop and to assess possibilities for a psychoeducational intervention about gender with elementary school children, and to get to know the teachers? perception about these issues in public school setting, approaching gender equality, women?s empowerment, and respect for sexual diversity as core themes. The intervention called ?Talking about gender? took place in a range of ten meetings with twenty-two state public school first-graders, with six and seven years old, for the reading of children?s books and/or for carrying out interactive-reflective activities focused on the work with the themes mentioned above. Moreover, we performed semi-structured interviews with four pre-school teachers. We noticed that there have been some children?s books available in the market able to approach these three themes in a playful and responsible way, enhancing the work about gender with children. This is due to the fact that we were able to promote, in the researched classroom setting, debates about gender stereotypes, reflections about inequalities still thrusted on boys/men and on girls/women, and a collaborative construction of alternatives to fight gender inequalities in society. However, we acknowledge the lack of guidelines to educate and to inform teachers about working with gender at school, resulting in approaches based on personal experiences, often making them insecure about how to act. Therefore, we
understand that the intervention we performed may be embraced by teachers and other
professionals who intend to raise awareness about fighting the exclusion and the violence
caused by gender inequality, to encourage the existence of (more) spaces for similar activities,and to spread the potential of such debates. / Esta tese de doutorado apresenta uma interven??o realizada na escola para discutir sobre
quest?es de g?nero com crian?as e suas professoras, entendendo-se a import?ncia de que essas
discuss?es comecem a ser realizadas j? na inf?ncia. Em uma pesquisa de delineamento
qualitativo e com uma abordagem feminista de g?nero, realizaram-se tr?s estudos: a an?lise
documental de livros infantis, a interven??o com as crian?as e as entrevistas com as
profissionais da escola, al?m das anota??es no di?rio de campo. Objetivou-se desenvolver e
avaliar as potencialidades de uma interven??o psicoeducativa sobre rela??es de g?nero com
crian?as do ensino fundamental e conhecer a percep??o de professoras sobre essas quest?es no
ambiente escolar p?blico, abordando a igualdade de g?nero, o empoderamento feminino e o
respeito ? diversidade sexual como tem?ticas principais. A interven??o ?Falando sobre g?nero?
deu-se em dez encontros com vinte e duas crian?as do primeiro ano do ensino fundamental de
uma escola p?blica estadual, com idades entre seis e sete anos, para a leitura de livros infantis
e/ou para a realiza??o de atividades l?dico-reflexivas focando na abordagem sobre as tem?ticas
citadas. Al?m disso, realizou-se entrevistas semiestruturadas com quatro professoras da
educa??o infantil. Percebeu-se que h? alguns livros infantis dispon?veis no mercado liter?rio
capazes de abordar essas tr?s tem?ticas de forma l?dica e respons?vel, o que potencializa o
trabalho sobre g?nero com crian?as. Isso porque, conseguiu-se proporcionar, no ambiente de
sala de aula pesquisado, a problematiza??o de estere?tipos de g?nero, a reflex?o sobre as
desigualdades ainda impostas a meninos/homens e meninas/mulheres e a constru??o conjunta
de alternativas para o combate ?s desigualdades de g?nero existentes na sociedade. Todavia,
identificou-se a escassez de diretrizes que formem e informem os/as professores/as para
trabalharem sobre g?nero na escola, resultando em abordagens em n?vel individual e pessoal
sobre essas quest?es o que, muitas vezes, gera inseguran?a na forma de agir. Com isso, entendese
que a interven??o realizada poderia ser adotada por professores/as e/ou outros/as
profissionais que pretendem sensibilizar as crian?as sobre o combate ?s exclus?es e viol?ncias
causadas pelas desigualdades de g?nero, contribuindo para a exist?ncia de (mais) espa?os para
pr?ticas como essa e para difundir suas potencialidades.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/7849 |
| Date | 15 December 2017 |
| Creators | Botton, Andressa |
| Contributors | Costa, Angelo Brandelli |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Psicologia, PUCRS, Brasil, Escola de Ci?ncias da Sa?de |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| 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 | 2588426296948062698, 500, 500, 600, 3411867255817377423, 2075167498588264571 |
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