Reflex?es sobre uma interven??o para discutir g?nero no ensino fundamental : possibilidades de pr?ticas utilizando a literatura infantil

• Main Author: Botton, Andressa
• Other Authors: Costa, Angelo Brandelli
• Format: Others
• Language: Portuguese
• Published: Pontif?cia Universidade Cat?lica do Rio Grande do Sul 2018
• Subjects: G?nero; Inf?ncia; Interven??o; Escola; Literatura Infantil; CIENCIAS HUMANAS::PSICOLOGIA
• Online Access: http://tede2.pucrs.br/tede2/handle/tede/7849

Submitted by PPG Psicologia ([e-mail]) on 2018-02-08T11:53:34Z No. of bitstreams: 1 ANDRESSA_BOTTON_TES.pdf: 7537965 bytes, checksum: 8c57009755e608ee452906fbf2f0c16d (MD5) === Approved for entry into archive by Caroline Xavier ([e-mail]) on 2018-02-16T10:45:00Z (GMT) No. of bitstreams: 1 ANDRESSA_BOTTON_TES.pdf: 7537965 bytes, checksum: 8c57009755e608ee452906fbf2f0c16d (MD5) === Made available in DSpace on 2018-02-16T10:54:14Z (GMT). No. of bitstreams: 1 ANDRESSA_BOTTON_TES.pdf: 7537965 bytes, checksum: 8c57009755e608ee452906fbf2f0c16d (MD5) 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.