O lugar feminino na escola: um estudo em representações sociais
Autor(a) principal: | |
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Data de Publicação: | 2006 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/16255 |
Resumo: | This study is intended to know the social representations (MOSCOVICI, 1978) that circulate in different contexts of communication of the social actors in a school community. It is about school spaces potentially feminine. The feminine place in this research is understood as based on three especialists discourse. The discourse moved to three indicators, named: 1. an opening to the other, 2. the active wait, and 3. the rebel of fecund imaginary. These indicators, articulared to the concept of narrative space (SENNETT, 1990) , were taken as quantifiers of the feminine themata in its socio-spatial manifestation. The findings presented refer to the context of a public school in Cuiabá in the state of Mato Grosso in Brazil where observations and interviews with 44 students, 10 teachers and 7 school employees were carried out. For the analysis of the information it was used the techniques of analysis of comprehensive, analysis of content (BARDIN, 1995) and lexical analysis (REINERT, 1986). The results indicate that the social representations the different groups construct of the school places are connected with the representations of theirselves, of their group and the people who occupy these places. The school places with great potential narrative and, therefore, feminine places, like the school sports square and the bathroom are associated to the meaning of transgressions that seems to have extensions to their users who are recognized as transgressive. The expression of the feminine in the school converges to the direction of against normative behaviors that, if assumed by the informers subjects would send them a social disapproval.The school, consisting with its bases in the feminine themata, is expressed as a wordless school, a silent school what does not mean that might be understood as an inoperative school. It seems to live among the breaches of the instituted processes, in the mute zone as Abric considers (2003) the hidden and strategically not confessional face of a grid of meanings that participates of the symbolic construction and of the identification processes that involve the social school and its actors |
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Sousa, Clarilza Prado deAndrade, Daniela Barros da Silva Freire2016-04-28T20:57:05Z2007-09-052006-08-09Andrade, Daniela Barros da Silva Freire. The feminine place in school: a study of social representations. 2006. 271 f. Tese (Doutorado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2006.https://tede2.pucsp.br/handle/handle/16255This study is intended to know the social representations (MOSCOVICI, 1978) that circulate in different contexts of communication of the social actors in a school community. It is about school spaces potentially feminine. The feminine place in this research is understood as based on three especialists discourse. The discourse moved to three indicators, named: 1. an opening to the other, 2. the active wait, and 3. the rebel of fecund imaginary. These indicators, articulared to the concept of narrative space (SENNETT, 1990) , were taken as quantifiers of the feminine themata in its socio-spatial manifestation. The findings presented refer to the context of a public school in Cuiabá in the state of Mato Grosso in Brazil where observations and interviews with 44 students, 10 teachers and 7 school employees were carried out. For the analysis of the information it was used the techniques of analysis of comprehensive, analysis of content (BARDIN, 1995) and lexical analysis (REINERT, 1986). The results indicate that the social representations the different groups construct of the school places are connected with the representations of theirselves, of their group and the people who occupy these places. The school places with great potential narrative and, therefore, feminine places, like the school sports square and the bathroom are associated to the meaning of transgressions that seems to have extensions to their users who are recognized as transgressive. The expression of the feminine in the school converges to the direction of against normative behaviors that, if assumed by the informers subjects would send them a social disapproval.The school, consisting with its bases in the feminine themata, is expressed as a wordless school, a silent school what does not mean that might be understood as an inoperative school. It seems to live among the breaches of the instituted processes, in the mute zone as Abric considers (2003) the hidden and strategically not confessional face of a grid of meanings that participates of the symbolic construction and of the identification processes that involve the social school and its actorsNeste estudo, intenta-se conhecer as representações sociais (MOSCOVICI, 1978) que circulam nos diferentes contextos de comunicação, dos atores sociais de uma comunidade escolar, a respeito do(s) lugar(es) identificado(s) como potencialmente feminino(s). O lugar feminino é entendido, neste estudo, a partir do depoimento de três especialistas que convergiram para três indicadores, sendo eles: 1. a abertura para o outro, 2. a espera ativa e 3. a rebeldia do imaginário fecundo. Esses indicadores, articulados ao conceito de espaço narrativo (SENNETT, 1990), foram tomados como qualificadores da themata feminino, em sua manifestação sócio-espacial. Os resultados apresentados referem-se ao contexto de uma escola da rede pública de ensino de Cuiabá-MT, onde se realizaram observações e entrevistas com 44 alunos, dez professoras e sete funcionários. Para a análise das informações, utilizou-se as técnicas de análise compreensiva, de conteúdo (BARDIN,1995) e análise lexical (REINERT, 1986). Os resultados indicam que as representações sociais que os diferentes grupos possuem dos lugares da escola estão conectadas com as representações acerca de si, de seu grupo e das pessoas que ocupam esses lugares. Os lugares com grande potencial narrativo e, portanto, lugares femininos, como a quadra e o banheiro estão associados ao sentido de transgressão que parece se estender aos seus usuários, sendo estes reconhecidos como transgressores. A expressão do feminino na escola converge para o sentido de comportamentos contra-normativos que, se assumidos pelos informantes, remeteria-os a uma desaprovação social. A escola, constituída com bases na themata feminino, traduz-se em uma escola não dita, silenciada, o que não significa que seja compreendida como inoperante. Ela parece viver por entre as brechas dos processos instituídos, na zona muda como propõe Abric (2003), a face encoberta e, estrategicamente, não confessável de uma rede de significados que participa da construção simbólica e dos processos identificatórios que envolvem a escola e seus atores sociaisCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/32464/DANIELA%20FINAL%20OK.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBRPsicologiaLugar femininoRepresentacao socialFeminilidade (Psicologia)Mulheres -- IdentidadeSubjetividadeFeminine placeCNPQ::CIENCIAS HUMANAS::EDUCACAOO lugar feminino na escola: um estudo em representações sociaisThe feminine place in school: a study of social representationsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTDANIELA FINAL OK.pdf.txtDANIELA FINAL OK.pdf.txtExtracted texttext/plain566497https://repositorio.pucsp.br/xmlui/bitstream/handle/16255/3/DANIELA%20FINAL%20OK.pdf.txta883fb16e8b5ff514156b36ff333b579MD53ORIGINALDANIELA FINAL OK.pdfapplication/pdf2489936https://repositorio.pucsp.br/xmlui/bitstream/handle/16255/1/DANIELA%20FINAL%20OK.pdf0e75937752c674183c12101571067009MD51THUMBNAILDANIELA FINAL OK.pdf.jpgDANIELA FINAL OK.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/16255/2/DANIELA%20FINAL%20OK.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52handle/162552022-04-27 15:41:32.935oai:repositorio.pucsp.br:handle/16255Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T18:41:32Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
O lugar feminino na escola: um estudo em representações sociais |
dc.title.alternative.eng.fl_str_mv |
The feminine place in school: a study of social representations |
title |
O lugar feminino na escola: um estudo em representações sociais |
spellingShingle |
O lugar feminino na escola: um estudo em representações sociais Andrade, Daniela Barros da Silva Freire Lugar feminino Representacao social Feminilidade (Psicologia) Mulheres -- Identidade Subjetividade Feminine place CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
O lugar feminino na escola: um estudo em representações sociais |
title_full |
O lugar feminino na escola: um estudo em representações sociais |
title_fullStr |
O lugar feminino na escola: um estudo em representações sociais |
title_full_unstemmed |
O lugar feminino na escola: um estudo em representações sociais |
title_sort |
O lugar feminino na escola: um estudo em representações sociais |
author |
Andrade, Daniela Barros da Silva Freire |
author_facet |
Andrade, Daniela Barros da Silva Freire |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Sousa, Clarilza Prado de |
dc.contributor.author.fl_str_mv |
Andrade, Daniela Barros da Silva Freire |
contributor_str_mv |
Sousa, Clarilza Prado de |
dc.subject.por.fl_str_mv |
Lugar feminino Representacao social Feminilidade (Psicologia) Mulheres -- Identidade Subjetividade |
topic |
Lugar feminino Representacao social Feminilidade (Psicologia) Mulheres -- Identidade Subjetividade Feminine place CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Feminine place |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This study is intended to know the social representations (MOSCOVICI, 1978) that circulate in different contexts of communication of the social actors in a school community. It is about school spaces potentially feminine. The feminine place in this research is understood as based on three especialists discourse. The discourse moved to three indicators, named: 1. an opening to the other, 2. the active wait, and 3. the rebel of fecund imaginary. These indicators, articulared to the concept of narrative space (SENNETT, 1990) , were taken as quantifiers of the feminine themata in its socio-spatial manifestation. The findings presented refer to the context of a public school in Cuiabá in the state of Mato Grosso in Brazil where observations and interviews with 44 students, 10 teachers and 7 school employees were carried out. For the analysis of the information it was used the techniques of analysis of comprehensive, analysis of content (BARDIN, 1995) and lexical analysis (REINERT, 1986). The results indicate that the social representations the different groups construct of the school places are connected with the representations of theirselves, of their group and the people who occupy these places. The school places with great potential narrative and, therefore, feminine places, like the school sports square and the bathroom are associated to the meaning of transgressions that seems to have extensions to their users who are recognized as transgressive. The expression of the feminine in the school converges to the direction of against normative behaviors that, if assumed by the informers subjects would send them a social disapproval.The school, consisting with its bases in the feminine themata, is expressed as a wordless school, a silent school what does not mean that might be understood as an inoperative school. It seems to live among the breaches of the instituted processes, in the mute zone as Abric considers (2003) the hidden and strategically not confessional face of a grid of meanings that participates of the symbolic construction and of the identification processes that involve the social school and its actors |
publishDate |
2006 |
dc.date.issued.fl_str_mv |
2006-08-09 |
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2007-09-05 |
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2016-04-28T20:57:05Z |
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info:eu-repo/semantics/publishedVersion |
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publishedVersion |
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Andrade, Daniela Barros da Silva Freire. The feminine place in school: a study of social representations. 2006. 271 f. Tese (Doutorado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2006. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/16255 |
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Andrade, Daniela Barros da Silva Freire. The feminine place in school: a study of social representations. 2006. 271 f. Tese (Doutorado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2006. |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação |
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Pontifícia Universidade Católica de São Paulo |
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