“Nunca peguei um nenê no colo”: traços e pontos sobre gênero construídos por crianças nas suas interações e brincadeiras
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/23429 |
Resumo: | The main theme of this dissertation is to study gender issues in Early Childhood Education, a look through the games and interactions of young children. It is linked to the Graduate Program in Education, at the Federal University of Santa Maria, and to the research line LP2 - Educational Public Policies, Educational Practices and their Interfaces. This study aims to understand how young children express their understanding of gender issues, through their games and interactions in the context of Early Childhood Education. The methodology is based on a qualitative research, which uses the interpretative approach with principles of ethnographic study and observations that are recorded in the field diary. The research was carried out in an early childhood school, in a pre-B class, composed of seventeen children. A period of three months of participant observation was carried out, three times a week, during the morning shift. For the theoretical basis, authors such as Louro (1996; 2002; 2008), Finco (2003; 2004; 2010; 2013), Scott (1995) were used in relation to gender studies, which they define as a social construction, a concept that helps in understanding the historical and social aspects of the construction of differences between women and men, taking into account their biological difference. Corsaro (2009), Corsino (2009) and Graue and Walsh) (2003) stand out regarding the research methodology with children, who emphasize the importance of listening to what children have to say. For the analysis of the data a range of authors and authors was used as Felipe (1999; 2000; 2004), Brougére (2001), as well as authors of gender studies. This study made it possible to think about gender issues and stereotypes present in society and in the school context, as well as to reflect on the meanings constructed by children about gender conceptions. It was understood that children's understanding of the theme is involved with the family, with culture, with religion, with school and with the media, with society as a whole. In the same way, it was possible to observe the strategies created by the children to break the barriers imposed by society, as in the case of the Tailer boy who, to use makeup, said he painted himself as a clown, after all clowns also use makeup. |
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2021-12-28T15:39:57Z2021-12-28T15:39:57Z2020-05-26http://repositorio.ufsm.br/handle/1/23429The main theme of this dissertation is to study gender issues in Early Childhood Education, a look through the games and interactions of young children. It is linked to the Graduate Program in Education, at the Federal University of Santa Maria, and to the research line LP2 - Educational Public Policies, Educational Practices and their Interfaces. This study aims to understand how young children express their understanding of gender issues, through their games and interactions in the context of Early Childhood Education. The methodology is based on a qualitative research, which uses the interpretative approach with principles of ethnographic study and observations that are recorded in the field diary. The research was carried out in an early childhood school, in a pre-B class, composed of seventeen children. A period of three months of participant observation was carried out, three times a week, during the morning shift. For the theoretical basis, authors such as Louro (1996; 2002; 2008), Finco (2003; 2004; 2010; 2013), Scott (1995) were used in relation to gender studies, which they define as a social construction, a concept that helps in understanding the historical and social aspects of the construction of differences between women and men, taking into account their biological difference. Corsaro (2009), Corsino (2009) and Graue and Walsh) (2003) stand out regarding the research methodology with children, who emphasize the importance of listening to what children have to say. For the analysis of the data a range of authors and authors was used as Felipe (1999; 2000; 2004), Brougére (2001), as well as authors of gender studies. This study made it possible to think about gender issues and stereotypes present in society and in the school context, as well as to reflect on the meanings constructed by children about gender conceptions. It was understood that children's understanding of the theme is involved with the family, with culture, with religion, with school and with the media, with society as a whole. In the same way, it was possible to observe the strategies created by the children to break the barriers imposed by society, as in the case of the Tailer boy who, to use makeup, said he painted himself as a clown, after all clowns also use makeup.Esta dissertação tem como temática de estudo as questões de gênero na Educação Infantil, um olhar através das brincadeiras e interações das crianças pequenas. Está vinculada ao Programa de Pós-Graduação em Educação, da Universidade Federal de Santa Maria, e à linha de pesquisa LP2 - Políticas Públicas Educacionais, Práticas Educativas e suas Interfaces. Esse estudo objetiva compreender como as crianças pequenas manifestam seu entendimento sobre as questões de gênero, através de suas brincadeiras e interações no contexto de Educação Infantil. A metodologia baseia-se em uma pesquisa qualitativa, que utiliza a abordagem interpretativa com princípios do estudo etnográfico e observações que são registradas no diário de campo. A pesquisa foi realizada em uma escola de Educação Infantil, em uma turma de pré-B, composta por dezessete crianças. Foi realizada em um período de três meses de observação participante, três vezes por semana, durante o turno da manhã. Para o embasamento teórico foram utilizadas autoras como Louro (1996; 2002; 2008), Finco (2003; 2004; 2010; 2013) e Scott (1995), que definem os estudos de gênero enquanto construção social, conceito este que auxilia na compreensão dos aspectos histórico e sociais da construção das diferenças entre mulheres e homens, levando em consideração a diferença biológica dos mesmos. Sobre a metodologia de pesquisa com crianças, destacam-se Corsaro (2009), Corsino (2009) e Graue e Walsh) (2003), os/as quais ressaltam a importância de ouvir o que as crianças tem a nos dizer. Para a análise dos dados utilizou-se uma gama de autores e autoras como Felipe (1999; 2000;2004), Brougére (2001), como também autoras estudiosas de gênero. Este estudo possibilitou pensar sobre as questões de gênero e os estereótipos presentes na sociedade e no contexto escolar, como também, refletir sobre as significações construídas pelas crianças sobre as concepções de gênero. Compreendeu-se que o entendimento das crianças sobre a temática está envolvida com a família, com a cultura, com a religião, com a escola e com a mídia, com a sociedade como um todo. Do mesmo modo, foi possível observar as estratégias criadas pelas crianças para romper as barreiras impostas pela sociedade, como o caso do menino Tailer que para usar maquiagem, disse ter se pintado de palhaço, afinal palhaços também usam maquiagens.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessGêneroCrianças pequenasAbordagem interpretativaGenderSmall childrenInterpretative approachCNPQ::CIENCIAS HUMANAS::EDUCACAO“Nunca peguei um nenê no colo”: traços e pontos sobre gênero construídos por crianças nas suas interações e brincadeiras“I never pickef a baby”: gender traces and points built by children in their interactions and playinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisSalva, Suelihttp://lattes.cnpq.br/8144640957398714Finco, DanielaGallina , Simone Freitas da SilvaWerle, Kellyhttp://lattes.cnpq.br/5397282612273081Schutz, Litiéli Wollmann7008000000066006006006008d154259-70a6-48f2-82ec-a25ebb6f2bd90f774257-43c0-417a-b15c-1d75a6b4a58c9eee37f2-cea1-4459-9223-ca57db553ff07f81e359-aac6-42ab-b10d-875c677477e136b1d6fd-fced-46d4-b3d9-4bf6e127d666reponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEDUCAÇÃO_2020_SCHÜTZ_LITIÉLI.pdfDIS_PPGEDUCAÇÃO_2020_SCHÜTZ_LITIÉLI.pdfDissertação de Mestradoapplication/pdf2756884http://repositorio.ufsm.br/bitstream/1/23429/1/DIS_PPGEDUCA%c3%87%c3%83O_2020_SCH%c3%9cTZ_LITI%c3%89LI.pdf3d0122194a912fee2e0b552c841608eeMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
“Nunca peguei um nenê no colo”: traços e pontos sobre gênero construídos por crianças nas suas interações e brincadeiras |
dc.title.alternative.eng.fl_str_mv |
“I never pickef a baby”: gender traces and points built by children in their interactions and play |
title |
“Nunca peguei um nenê no colo”: traços e pontos sobre gênero construídos por crianças nas suas interações e brincadeiras |
spellingShingle |
“Nunca peguei um nenê no colo”: traços e pontos sobre gênero construídos por crianças nas suas interações e brincadeiras Schutz, Litiéli Wollmann Gênero Crianças pequenas Abordagem interpretativa Gender Small children Interpretative approach CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
“Nunca peguei um nenê no colo”: traços e pontos sobre gênero construídos por crianças nas suas interações e brincadeiras |
title_full |
“Nunca peguei um nenê no colo”: traços e pontos sobre gênero construídos por crianças nas suas interações e brincadeiras |
title_fullStr |
“Nunca peguei um nenê no colo”: traços e pontos sobre gênero construídos por crianças nas suas interações e brincadeiras |
title_full_unstemmed |
“Nunca peguei um nenê no colo”: traços e pontos sobre gênero construídos por crianças nas suas interações e brincadeiras |
title_sort |
“Nunca peguei um nenê no colo”: traços e pontos sobre gênero construídos por crianças nas suas interações e brincadeiras |
author |
Schutz, Litiéli Wollmann |
author_facet |
Schutz, Litiéli Wollmann |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Salva, Sueli |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8144640957398714 |
dc.contributor.referee1.fl_str_mv |
Finco, Daniela |
dc.contributor.referee2.fl_str_mv |
Gallina , Simone Freitas da Silva |
dc.contributor.referee3.fl_str_mv |
Werle, Kelly |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5397282612273081 |
dc.contributor.author.fl_str_mv |
Schutz, Litiéli Wollmann |
contributor_str_mv |
Salva, Sueli Finco, Daniela Gallina , Simone Freitas da Silva Werle, Kelly |
dc.subject.por.fl_str_mv |
Gênero Crianças pequenas Abordagem interpretativa |
topic |
Gênero Crianças pequenas Abordagem interpretativa Gender Small children Interpretative approach CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Gender Small children Interpretative approach |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The main theme of this dissertation is to study gender issues in Early Childhood Education, a look through the games and interactions of young children. It is linked to the Graduate Program in Education, at the Federal University of Santa Maria, and to the research line LP2 - Educational Public Policies, Educational Practices and their Interfaces. This study aims to understand how young children express their understanding of gender issues, through their games and interactions in the context of Early Childhood Education. The methodology is based on a qualitative research, which uses the interpretative approach with principles of ethnographic study and observations that are recorded in the field diary. The research was carried out in an early childhood school, in a pre-B class, composed of seventeen children. A period of three months of participant observation was carried out, three times a week, during the morning shift. For the theoretical basis, authors such as Louro (1996; 2002; 2008), Finco (2003; 2004; 2010; 2013), Scott (1995) were used in relation to gender studies, which they define as a social construction, a concept that helps in understanding the historical and social aspects of the construction of differences between women and men, taking into account their biological difference. Corsaro (2009), Corsino (2009) and Graue and Walsh) (2003) stand out regarding the research methodology with children, who emphasize the importance of listening to what children have to say. For the analysis of the data a range of authors and authors was used as Felipe (1999; 2000; 2004), Brougére (2001), as well as authors of gender studies. This study made it possible to think about gender issues and stereotypes present in society and in the school context, as well as to reflect on the meanings constructed by children about gender conceptions. It was understood that children's understanding of the theme is involved with the family, with culture, with religion, with school and with the media, with society as a whole. In the same way, it was possible to observe the strategies created by the children to break the barriers imposed by society, as in the case of the Tailer boy who, to use makeup, said he painted himself as a clown, after all clowns also use makeup. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-05-26 |
dc.date.accessioned.fl_str_mv |
2021-12-28T15:39:57Z |
dc.date.available.fl_str_mv |
2021-12-28T15:39:57Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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por |
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por |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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Universidade Federal de Santa Maria Centro de Educação |
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UFSM |
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Brasil |
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Educação |
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Universidade Federal de Santa Maria Centro de Educação |
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