“Educar para prevenir”: diagnóstico da formação sobre diversidade de gênero para professoras/professores e recomendações
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional do FGV (FGV Repositório Digital) |
Texto Completo: | https://hdl.handle.net/10438/31560 |
Resumo: | The present work consists in the analysis of the structure of the course “Educate to Prevent”, a teacher training course about gender and sexuality, that aims to promote rights. The course, conceived and promoted by Instituto Matizes, had its first edition in 2021, accomplished remotely and free of charge by teachers of different profiles. The importance of the course is primarily since teacher education is one of the most relevant topics in the current debate of education, and one of the biggest bottlenecks in Brazilian education. Therefore, there is an urgent need to rethink the ways in which teachers are performing and being prepared to deal with these subjects in the classroom. In addition, despite the issue of diversity and gender being a constitutive part of the identity of students, the themes have been historically neglected, by educational managers and educators, even though teachers constantly teach about gender, and end up, in many cases, replicating prejudices that are rooted in society. Currently, the theme is gaining ground in public debate, opening possibilities for education (and teacher training) to also be spaces for social transformation and combating prejudice. Contrary to sensu, the theme is not well received by all, being the target of criticism by conservatives and of politicization and polarization. Thus, this study aims to analyze the design of the “Educate to Prevent” training, indicating potential paths and suggestions for improvement. So, the study includes a review of the applicable literature, on teacher training and adherence to themes on gender diversity and sexual orientation in the field of education, as well as analysis of data collected in interviews with experts, related education actors and teachers who took the course. As a result of the interviews, the importance of the teachers training and the fundamental role of the school in socialization and in the construction of identities is highlighted. It was also found that there are different types of challenges for the expansion of the “Educate to Prevent” training: some common to teacher training in general, others arising from the sensitivity of the subject. Therefore, from the analysis, it was possible to recognize adaptations in the format, content and application of training that proves necessary for its expansion. Hence, as recommendations, alternatives are suggested for the development and expansion of this training, such are: offering Training for Networks or schools, strengthening references to legal instruments and educational guidelines, bringing themes closer to programs that have been prioritized by the Networks, raising awareness and spreading the importance of the Theme, carry out the course in different formats, institute mentoring programs, making this Training a module for a greater training on diversities, approximation with Undime and Consed and dissemination of the Training in professional associations and civil society organizations. |
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Puntel, Juliana Furini de VasconcellosMoreira, Luisa Prado AffonsoEscolas::EAESPBurgos, FernandoMoriconi, GabrielaBulgarelli, LucasFontgaland, ArthurAbrucio, Fernando Luiz2022-01-27T20:41:12Z2022-01-27T20:41:12Z2021-12-17https://hdl.handle.net/10438/31560The present work consists in the analysis of the structure of the course “Educate to Prevent”, a teacher training course about gender and sexuality, that aims to promote rights. The course, conceived and promoted by Instituto Matizes, had its first edition in 2021, accomplished remotely and free of charge by teachers of different profiles. The importance of the course is primarily since teacher education is one of the most relevant topics in the current debate of education, and one of the biggest bottlenecks in Brazilian education. Therefore, there is an urgent need to rethink the ways in which teachers are performing and being prepared to deal with these subjects in the classroom. In addition, despite the issue of diversity and gender being a constitutive part of the identity of students, the themes have been historically neglected, by educational managers and educators, even though teachers constantly teach about gender, and end up, in many cases, replicating prejudices that are rooted in society. Currently, the theme is gaining ground in public debate, opening possibilities for education (and teacher training) to also be spaces for social transformation and combating prejudice. Contrary to sensu, the theme is not well received by all, being the target of criticism by conservatives and of politicization and polarization. Thus, this study aims to analyze the design of the “Educate to Prevent” training, indicating potential paths and suggestions for improvement. So, the study includes a review of the applicable literature, on teacher training and adherence to themes on gender diversity and sexual orientation in the field of education, as well as analysis of data collected in interviews with experts, related education actors and teachers who took the course. As a result of the interviews, the importance of the teachers training and the fundamental role of the school in socialization and in the construction of identities is highlighted. It was also found that there are different types of challenges for the expansion of the “Educate to Prevent” training: some common to teacher training in general, others arising from the sensitivity of the subject. Therefore, from the analysis, it was possible to recognize adaptations in the format, content and application of training that proves necessary for its expansion. Hence, as recommendations, alternatives are suggested for the development and expansion of this training, such are: offering Training for Networks or schools, strengthening references to legal instruments and educational guidelines, bringing themes closer to programs that have been prioritized by the Networks, raising awareness and spreading the importance of the Theme, carry out the course in different formats, institute mentoring programs, making this Training a module for a greater training on diversities, approximation with Undime and Consed and dissemination of the Training in professional associations and civil society organizations.O presente trabalho consiste na análise da estrutura do curso “Educar para prevenir”, uma formação continuada para professoras/professores, nas temáticas de gênero e sexualidade, que tem por objetivo efetivar direitos. O curso, concebido e viabilizado pelo Instituto Matizes, teve sua primeira edição em 2021, realizada de forma remota e gratuita às/aos professoras/professores inscritas/inscritos, de diferentes perfis. A importância do curso se dá, primeiramente, pelo fato de que a formação de professoras/professores é um dos temas de maior relevância no debate atual sobre educação e um dos maiores gargalos da educação brasileira, sendo urgente a necessidade de repensar as formas como os docentes estão sendo preparados para lidar com as questões em sala de aula. Em segundo lugar, especificamente em relação à temática de diversidade e gênero, apesar de ser parte constitutiva da formação de alunos e seres humanos, foi historicamente negligenciada, sendo que a preocupação com o tema em sala de aula é muito recente e ainda polêmica. De todo modo, o tema se faz presente, sendo que os educadores, mesmo que de forma não intencional, ensinam sobre gênero o tempo todo – replicando, em muitos casos, preconceitos que estão enraizados na sociedade. Considerando que o tema vem ganhando espaço no debate público, há necessidade cada vez maior para que também seja tratado devidamente nas escolas, como espaços de transformação social e combate ao preconceito. No entanto, o tema não é bem recebido por todos, sendo alvo de críticas, além de ter sido capturado pela agenda conservadora que politizou o assunto – agora objeto de polarização. Com efeito, o presente estudo busca apresentar um estudo diagnóstico do desenho da formação, seguido de recomendações, indicando potenciais caminhos e sugestões de aprimoramento. Para isso, o estudo contempla uma revisão da literatura aplicável, sobre formação de professoras/professores e aderência de temas sobre diversidade de gênero e orientação sexual no campo da educação, bem como análise de dados coletados em entrevistas com especialistas e docentes que realizaram o curso. Como resultado das entrevistas, destaca-se a importância da formação continuada de professoras/professores e o papel fundamental da escola na socialização e na construção de identidades. Também foi constatado que há desafios de diversas ordens para a expansão da formação “Educar para Prevenir”: alguns comuns às formações de professoras/professores no geral, outros decorrentes da sensibilidade da temática. A partir do estudo, foram feitas recomendações para o aprimoramento e expansão da formação, tais como: oferta da Formação para Redes ou escolas, fortalecimento das referências aos instrumentos legais e diretrizes educacionais, aproximação dos temas aos programas que vêm sendo priorizados pelas Redes, realizar a sensibilização e difusão da importância do Tema, realizar o curso em diferentes formatos, instituir programas de mentoria, tornar a Formação um módulo de uma formação maior sobre diversidades, Aproximação com Undime e Consed e divulgação da Formação em entidades de classe e organizações da sociedade civil.porGêneroDiversidadeProfessorFormação de professorSistema educacional brasileiroPolíticas públicas para formação de professoras/professoresAdministração públicaProfessores - FormaçãoEducação e Estado - BrasilIdentidade de gênero na educaçãoPolíticas públicas“Educar para prevenir”: diagnóstico da formação sobre diversidade de gênero para professoras/professores e 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dc.title.por.fl_str_mv |
“Educar para prevenir”: diagnóstico da formação sobre diversidade de gênero para professoras/professores e recomendações |
title |
“Educar para prevenir”: diagnóstico da formação sobre diversidade de gênero para professoras/professores e recomendações |
spellingShingle |
“Educar para prevenir”: diagnóstico da formação sobre diversidade de gênero para professoras/professores e recomendações Puntel, Juliana Furini de Vasconcellos Gênero Diversidade Professor Formação de professor Sistema educacional brasileiro Políticas públicas para formação de professoras/professores Administração pública Professores - Formação Educação e Estado - Brasil Identidade de gênero na educação Políticas públicas |
title_short |
“Educar para prevenir”: diagnóstico da formação sobre diversidade de gênero para professoras/professores e recomendações |
title_full |
“Educar para prevenir”: diagnóstico da formação sobre diversidade de gênero para professoras/professores e recomendações |
title_fullStr |
“Educar para prevenir”: diagnóstico da formação sobre diversidade de gênero para professoras/professores e recomendações |
title_full_unstemmed |
“Educar para prevenir”: diagnóstico da formação sobre diversidade de gênero para professoras/professores e recomendações |
title_sort |
“Educar para prevenir”: diagnóstico da formação sobre diversidade de gênero para professoras/professores e recomendações |
author |
Puntel, Juliana Furini de Vasconcellos |
author_facet |
Puntel, Juliana Furini de Vasconcellos Moreira, Luisa Prado Affonso |
author_role |
author |
author2 |
Moreira, Luisa Prado Affonso |
author2_role |
author |
dc.contributor.unidadefgv.por.fl_str_mv |
Escolas::EAESP |
dc.contributor.member.none.fl_str_mv |
Burgos, Fernando Moriconi, Gabriela Bulgarelli, Lucas Fontgaland, Arthur |
dc.contributor.author.fl_str_mv |
Puntel, Juliana Furini de Vasconcellos Moreira, Luisa Prado Affonso |
dc.contributor.advisor1.fl_str_mv |
Abrucio, Fernando Luiz |
contributor_str_mv |
Abrucio, Fernando Luiz |
dc.subject.por.fl_str_mv |
Gênero Diversidade Professor Formação de professor Sistema educacional brasileiro Políticas públicas para formação de professoras/professores |
topic |
Gênero Diversidade Professor Formação de professor Sistema educacional brasileiro Políticas públicas para formação de professoras/professores Administração pública Professores - Formação Educação e Estado - Brasil Identidade de gênero na educação Políticas públicas |
dc.subject.area.por.fl_str_mv |
Administração pública |
dc.subject.bibliodata.por.fl_str_mv |
Professores - Formação Educação e Estado - Brasil Identidade de gênero na educação Políticas públicas |
description |
The present work consists in the analysis of the structure of the course “Educate to Prevent”, a teacher training course about gender and sexuality, that aims to promote rights. The course, conceived and promoted by Instituto Matizes, had its first edition in 2021, accomplished remotely and free of charge by teachers of different profiles. The importance of the course is primarily since teacher education is one of the most relevant topics in the current debate of education, and one of the biggest bottlenecks in Brazilian education. Therefore, there is an urgent need to rethink the ways in which teachers are performing and being prepared to deal with these subjects in the classroom. In addition, despite the issue of diversity and gender being a constitutive part of the identity of students, the themes have been historically neglected, by educational managers and educators, even though teachers constantly teach about gender, and end up, in many cases, replicating prejudices that are rooted in society. Currently, the theme is gaining ground in public debate, opening possibilities for education (and teacher training) to also be spaces for social transformation and combating prejudice. Contrary to sensu, the theme is not well received by all, being the target of criticism by conservatives and of politicization and polarization. Thus, this study aims to analyze the design of the “Educate to Prevent” training, indicating potential paths and suggestions for improvement. So, the study includes a review of the applicable literature, on teacher training and adherence to themes on gender diversity and sexual orientation in the field of education, as well as analysis of data collected in interviews with experts, related education actors and teachers who took the course. As a result of the interviews, the importance of the teachers training and the fundamental role of the school in socialization and in the construction of identities is highlighted. It was also found that there are different types of challenges for the expansion of the “Educate to Prevent” training: some common to teacher training in general, others arising from the sensitivity of the subject. Therefore, from the analysis, it was possible to recognize adaptations in the format, content and application of training that proves necessary for its expansion. Hence, as recommendations, alternatives are suggested for the development and expansion of this training, such are: offering Training for Networks or schools, strengthening references to legal instruments and educational guidelines, bringing themes closer to programs that have been prioritized by the Networks, raising awareness and spreading the importance of the Theme, carry out the course in different formats, institute mentoring programs, making this Training a module for a greater training on diversities, approximation with Undime and Consed and dissemination of the Training in professional associations and civil society organizations. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-12-17 |
dc.date.accessioned.fl_str_mv |
2022-01-27T20:41:12Z |
dc.date.available.fl_str_mv |
2022-01-27T20:41:12Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://hdl.handle.net/10438/31560 |
url |
https://hdl.handle.net/10438/31560 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional do FGV (FGV Repositório Digital) instname:Fundação Getulio Vargas (FGV) instacron:FGV |
instname_str |
Fundação Getulio Vargas (FGV) |
instacron_str |
FGV |
institution |
FGV |
reponame_str |
Repositório Institucional do FGV (FGV Repositório Digital) |
collection |
Repositório Institucional do FGV (FGV Repositório Digital) |
bitstream.url.fl_str_mv |
https://repositorio.fgv.br/bitstreams/9e15ce81-4bb0-404c-b3b5-67cb31e98213/download https://repositorio.fgv.br/bitstreams/5d6c6645-3d51-4f8f-a1c9-39ca1cc2f6a6/download https://repositorio.fgv.br/bitstreams/9538995f-c04f-4a38-9742-40f01aa911ee/download https://repositorio.fgv.br/bitstreams/0d406e76-e483-4119-b380-ff253805a444/download |
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MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional do FGV (FGV Repositório Digital) - Fundação Getulio Vargas (FGV) |
repository.mail.fl_str_mv |
|
_version_ |
1810023826588696576 |